Toolkit for Remote Inclusive Research

This strategy can be used for: Research Skills Training | Data Analysis | Dissemination

Role play is when a team member acts out or performs the part of a person or character. This strategy can be used in several ways:

Research Skills Training: Team members can acquire data collection skills through role play. For example, team members can role play asking interview, focus group, or survey questions. Role play as a training method should incorporate the use of all data collection tools and other data collection technologies (cameras, audio recorders) that will be used.
Data analysis: Role play has also been used as an approach to data analysis. Qualitative data can be converted to a script that team members then act out. Then, the team can reflect on their thoughts and feelings in response to the performed data. This reflection can inform data analysis.
Dissemination: Role play and acting can be used to create videos for dissemination. Team members can act out focus group or interview data to maintain confidentiality of the original participants. Team members can create scripts to convey information about the study (see video based dissemination).

Modification for remote collaboration

Team members can role play with a family member, friend or support person using a script. If data collection will be occurring remotely, they should role play collecting data remotely. In all other cases, role play could occur in person or over video conferencing software.
Role plays conducted in each team member’s remote location can be video recorded using a phone or tablet. The video recording can be shared back with the team. The team can watch the video during a video conference, and think about the thoughts and feelings they had during the role play.
Team members can role play over video conferencing platforms. This method may be most effective when team members receive materials before the meeting.

Access Accommodations and Supports

Role play scripts should use large font and sufficient white space.
Color-code scripts, with each team member assigned a different color. This helps each team member follow the script and know when it is their turn to speak.
Role play scripts can include visuals to help convey content (show a happy face when the role play character should act happy).
Role plays can include non-speaking roles so team members with a variety of communication styles can participate.

Resources

This document provides a template to use when creating a role play: Role play script template

Tools to explore

Zoom can be used to role play in real time.
Individual members can record themselves role playings on a range of devices:
- Directions for using an Apple iPad Camera
- Google Camera is an app that can be downloaded on Android devices to take videos.

References

Examples of studies using this strategy

Brooks, M., Davies, S., & Twigg, E. (2013). A measure for feelings – using inclusive research to develop a tool for evaluating psychological therapy (Clinical Outcomes in Routine Evaluation – Learning Disability). British Journal of Learning Disabilities, 41(4), 320–329. https://doi.org/10.1111/bld.12020

Dowling, S., Williams, V., Webb, J., Gall, M., & Worrall, D. (2019). Managing relational autonomy in interactions: People with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities : JARID, 32(5), 1058–1066. https://doi.org/10.1111/jar.12595

Salmon, N., Carey, E., & Hunt, A. (2014). Research skills for people with intellectual disabilities. Learning Disability Practice, 17(3). https://doi.org/10.7748/ldp2014.03.17.3.27.e1512

St. John, B., Mihaila, I., Dorrance, K., DaWalt, L. S., & Ausderau, K. K. (2018). Reflections from co-researchers with intellectual disability: Benefits to inclusion in a research study team. Intellectual and Developmental Disabilities, 56(4), 251–262. https://doi.org/10.1352/1934-9556-56.5.251

Stevenson, M. (2010). Flexible and responsive research: Developing rights-based emancipatory disability research methodology in collaboration with young adults with down syndrome. Australian Social Work, 63(1), 35–50. https://doi.org/10.1080/03124070903471041

Strnadová, I., Cumming, T. M., Knox, M., & Parmenter, T. (2014). Building an inclusive research team: The importance of team building and skills training. Journal of Applied Research in Intellectual Disabilities : JARID, 27(1), 13–22. https://doi.org/10.1111/jar.12076

White, E. L., & Morgan, M. F. (2012). Yes! I am a researcher. The research story of a young adult with Down syndrome. British Journal of Learning Disabilities, 40(2), 101–108. https://doi.org/10.1007/978-981-10-2779-6_129-1

Williams, V., Ponting, L., Ford, K., & Rudge, P. (2010). Skills for support: Personal assistants and people with learning disabilities. British Journal of Learning Disabilities, 38(1), 59–67. https://doi.org/10.1111/j.1468-3156.2009.00570.x

Role Play/Acting