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Exploring the experiences of autistic pupils through creative research methods: Reflections on a participatory approach

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Exploring the experiences of autistic pupils through creative research methods: Reflections on a participatory approach. / Lewis, Kathryn; Vincent, Jonathan; Hamilton, Lorna.
In: Infant and Child Development, Vol. 33, No. 3, e2467, 31.05.2024, p. 1-22.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Lewis, K, Vincent, J & Hamilton, L 2024, 'Exploring the experiences of autistic pupils through creative research methods: Reflections on a participatory approach', Infant and Child Development, vol. 33, no. 3, e2467, pp. 1-22. https://doi.org/10.1002/icd.2467

APA

Lewis, K., Vincent, J., & Hamilton, L. (2024). Exploring the experiences of autistic pupils through creative research methods: Reflections on a participatory approach. Infant and Child Development, 33(3), 1-22. Article e2467. https://doi.org/10.1002/icd.2467

Vancouver

Lewis K, Vincent J, Hamilton L. Exploring the experiences of autistic pupils through creative research methods: Reflections on a participatory approach. Infant and Child Development. 2024 May 31;33(3):1-22. e2467. Epub 2023 Oct 16. doi: 10.1002/icd.2467

Author

Lewis, Kathryn ; Vincent, Jonathan ; Hamilton, Lorna. / Exploring the experiences of autistic pupils through creative research methods : Reflections on a participatory approach. In: Infant and Child Development. 2024 ; Vol. 33, No. 3. pp. 1-22.

Bibtex

@article{286752f5ec044e71bb8fa47baf691b65,
title = "Exploring the experiences of autistic pupils through creative research methods: Reflections on a participatory approach",
abstract = "AbstractThe use of creative qualitative research methods in psychology and other disciplines has increased over recent decades to address power imbalances within research and to centre the voices of participants. These considerations are particularly salient when conducting research with historically marginalized groups, including neurodivergent people. However, research foregrounding the first‐person perspectives of neurodivergent children is still limited. In this paper, we discuss the application of creative qualitative research methods when conducting research with neurodivergent children with a range of communication and wider skill profiles. The benefits and challenges of each method are considered, drawing on examples from the first phase of an ongoing longitudinal study. Additional considerations for working ethically and respectfully with neurodivergent children are discussed. Readers are encouraged to consider how best to adapt their research protocols when working with neurodivergent children, in order to minimize research hierarchies, build positive relationships, and produce rich and meaningful data.",
keywords = "Autism, children, Creative Methods, neurodiversity, Qualitative Research",
author = "Kathryn Lewis and Jonathan Vincent and Lorna Hamilton",
year = "2024",
month = may,
day = "31",
doi = "10.1002/icd.2467",
language = "English",
volume = "33",
pages = "1--22",
journal = "Infant and Child Development",
issn = "1522-7227",
publisher = "JOHN WILEY & SONS LTD",
number = "3",

}

RIS

TY - JOUR

T1 - Exploring the experiences of autistic pupils through creative research methods

T2 - Reflections on a participatory approach

AU - Lewis, Kathryn

AU - Vincent, Jonathan

AU - Hamilton, Lorna

PY - 2024/5/31

Y1 - 2024/5/31

N2 - AbstractThe use of creative qualitative research methods in psychology and other disciplines has increased over recent decades to address power imbalances within research and to centre the voices of participants. These considerations are particularly salient when conducting research with historically marginalized groups, including neurodivergent people. However, research foregrounding the first‐person perspectives of neurodivergent children is still limited. In this paper, we discuss the application of creative qualitative research methods when conducting research with neurodivergent children with a range of communication and wider skill profiles. The benefits and challenges of each method are considered, drawing on examples from the first phase of an ongoing longitudinal study. Additional considerations for working ethically and respectfully with neurodivergent children are discussed. Readers are encouraged to consider how best to adapt their research protocols when working with neurodivergent children, in order to minimize research hierarchies, build positive relationships, and produce rich and meaningful data.

AB - AbstractThe use of creative qualitative research methods in psychology and other disciplines has increased over recent decades to address power imbalances within research and to centre the voices of participants. These considerations are particularly salient when conducting research with historically marginalized groups, including neurodivergent people. However, research foregrounding the first‐person perspectives of neurodivergent children is still limited. In this paper, we discuss the application of creative qualitative research methods when conducting research with neurodivergent children with a range of communication and wider skill profiles. The benefits and challenges of each method are considered, drawing on examples from the first phase of an ongoing longitudinal study. Additional considerations for working ethically and respectfully with neurodivergent children are discussed. Readers are encouraged to consider how best to adapt their research protocols when working with neurodivergent children, in order to minimize research hierarchies, build positive relationships, and produce rich and meaningful data.

KW - Autism

KW - children

KW - Creative Methods

KW - neurodiversity

KW - Qualitative Research

U2 - 10.1002/icd.2467

DO - 10.1002/icd.2467

M3 - Journal article

VL - 33

SP - 1

EP - 22

JO - Infant and Child Development

JF - Infant and Child Development

SN - 1522-7227

IS - 3

M1 - e2467

ER -