We argue that creative research methods can be really effective in helping to shift power imbalances within research and to (re)position autistic children and young people as ‘credible knowers’ with great insight and expertise. 3/10
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Our first stage was pre-study, where we worked with young people and their families to understand communication preferences, interests, and likes/dislikes. We then trialled some creative research methods in low-stake sessions to build rapport and discover preferred approaches. 🖌️📷 4/10
We then used different creative research methods including Draw-Write-Tell. This allowed pupils to express themselves visually while also reducing direct focus on-from interviewer. Through telling, they interpreted the images to increase authenticity. 5/10
We also used Walk and Talk which allows neurodivergent pupils a more embodied way of doing research. 🚶♀️ This was used in collab with PhotoVoice so they could choose to show us the things that are meaningful to them, putting the power in their hands! 📸 6/10
Our most widely used method was a Card Sort (a bit like @TalkingMats). We provided images + brief descriptions of school subjects / experiences and pupils ranked these then talked about why they made their choices. This created structure and clear boundaries to discussion. 7/10
Finally, some pupils chose a Statement Sort activity alongside interviews. This again provided structure and opened up discussion about pros / cons of different aspects of school transition. We provide a full list of statements at the end of the study. 8/10
The paper is supplemented by case studies illustrating how we built rapport, offered choice and flexibility, and responded to individual needs and preferences. A huge thank you again to all the young people involved for sharing your valuable thoughts and experiences! 9/10
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