Hostname: page-component-76fb5796d-skm99 Total loading time: 0 Render date: 2024-04-25T13:47:42.264Z Has data issue: false hasContentIssue false
  • English
  • Français

Engaging Students With Autism Spectrum Disorder in Research Through Participant-Driven Photo-Elicitation Research Technique*

Published online by Cambridge University Press:  26 July 2016

Joanne Danker ,
Iva Strnadová Open the ORCID record for Iva Strnadová [Opens in a new window]  and
Therese M. Cumming Open the ORCID record for Therese M. Cumming [Opens in a new window]
Joanne Danker*
Affiliation:
School of Education, UNSW, Australia
Iva Strnadová
Affiliation:
School of Education, UNSW, Australia
Therese M. Cumming
Affiliation:
School of Education, UNSW, Australia
*
Correspondence: Joanne Danker, School of Education, University of New South Wales, Sydney, NSW 2052, Australia. Email: j.danker@unsw.edu.au
Get access Rights & Permissions [Opens in a new window]

Abstract

Participant-driven photo-elicitation, a visual research technique, is commonly used with marginalised and vulnerable groups of individuals. Reflections on the use of this technique are illustrated through a study examining the conceptualisation of student wellbeing from the perspectives of teachers, parents, and students with autism spectrum disorder. Interviews were used to collect data from teachers and parents, while photovoice, a community and participatory action research strategy, was used as a data collection method for students. Although participant-driven photo-elicitation (a component of photovoice) requires much planning, resources, collaboration with teachers, and the flexibility of the researcher, it empowers and engages students with autism spectrum disorder, helps develop social, communication, and self-awareness skills, enables the collection of rich data, and enables the voices of these students to be heard.

Keywords

autism spectrum disorder (ASD)photo-elicitationphotovoicevisual research
Type
Original Articles
Information
Australasian Journal of Special Education , Volume 41 , Issue 1 , July 2017 , pp. 35 - 50
Copyright
Copyright © The Author(s) 2016 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

*

This manuscript was accepted under the Editorship of Umesh Sharma.

References

Aldridge, J. (2007). Picture this: The use of participatory photographic research methods with people with learning disabilities. Disability & Society, 22, 1–17. doi:10.1080/09687590601056006 CrossRefGoogle Scholar
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.Google Scholar
Banda, D. R., Hart, S. L., & Liu-Gitz, L. (2010). Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms. Research in Autism Spectrum Disorders, 4, 619–625. doi:10.1016/j.rasd.2009.12.005 CrossRefGoogle Scholar
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. doi:10.1191/1478088706qp063oa CrossRefGoogle Scholar
Bugos, E., Frasso, R., FitzGerald, E., True, G., Adachi-Mejia, A. M., & Cannuscio, C. (2014). Practical guidance and ethical considerations for studies using photo-elicitation interviews. Preventing Chronic Disease, 11, 1–9. doi:10.5888/pcd11.140216 CrossRefGoogle ScholarPubMed
Carnahan, C. R. (2006). Photovoice: Engaging children with autism and their teachers. Teaching Exceptional Children, 39 (2), 44–50.CrossRefGoogle Scholar
Carpenter, L. (2013). Understanding autism spectrum disorder. In Hyde, M., Carpenter, L., & Conway, R. (Eds.), Diversity, inclusion and engagement (2nd ed., pp. 273–295). South Melbourne, Australia: Oxford University Press.Google Scholar
Carter, B., & Ford, K. (2013). Researching children's health experiences: The place for participatory, child-centered, arts-based approaches. Research in Nursing & Health, 36, 95–107. doi:10.1002/nur.21517 CrossRefGoogle ScholarPubMed
Chio, V. C. M., & Fandt, P. M. (2007). Photovoice in the diversity classroom: Engagement, voice, and the “eye/I” of the camera. Journal of Management Education, 31, 484–504. doi:10.1177/1052562906288124 Google Scholar
Clark-Ibáñez, M. (2008). Gender and being “bad”: Inner-city students’ photographs. In Thomson, P. (Ed.), Doing visual research with children and young people (pp. 95–113). London, UK: Routledge.Google Scholar
Dodd, S. M. (2005). Understanding autism. Marrickville: Elsevier Australia.Google Scholar
Dyches, T. T., Cichella, E., Olsen, S. F., & Mandleco, B. (2004). Snapshots of life: Perspectives of school-aged individuals with developmental disabilities. Research and Practice for Persons with Severe Disabilities, 29, 172–182. doi:10.2511/rpsd.29.3.172 CrossRefGoogle Scholar
Fattore, T., Mason, J., & Watson, E. (2009). When children are asked about their well-being: Towards a framework for guiding policy. Child Indicators Research, 2, 57–77. doi:10.1007/s12187-008-9025-3 CrossRefGoogle Scholar
Fitzgerald, E., Bunde-Birouste, A., & Webster, E. (2009). Through the eyes of children: Engaging primary school-aged children in creating supportive school environments for physical activity and nutrition. Health Promotion Journal of Australia, 20, 127–132.CrossRefGoogle ScholarPubMed
FitzGerald, E. A., Frasso, R., Dean, L. T., Johnson, T. E., Solomon, S., & Bugos, E., . . . Cannuscio, C. C. (2013). Community-generated recommendations regarding the urban nutrition and tobacco environments: A photo-elicitation study in Philadelphia. Preventing Chronic Disease, 10, 1–15. doi:10.5888/pcd10.120204 CrossRefGoogle ScholarPubMed
Harrington, C., Foster, M., Rodger, S., & Ashburner, J. (2014). Engaging young people with autism spectrum disorder in research interviews. British Journal of Learning Disabilities, 42, 153–161. doi:10.1111/bld.12037 CrossRefGoogle Scholar
Hergenrather, K. C., Rhodes, S. D., Cowan, C. A., Bardhoshi, G., & Pula, S. (2009). Photovoice as community-based participatory research: A qualitative review. American Journal of Health Behavior, 33, 686–698. doi:10.5993/AJHB.33.6.6 CrossRefGoogle ScholarPubMed
Johnson, G. A. (2011). A child's right to participation: Photovoice as methodology for documenting the experiences of children living in Kenyan orphanages. Visual Anthropology Review, 27, 141–161. doi:10.1111/j.1548-7458.2011.01098.x CrossRefGoogle Scholar
Johnson, K. (2008). Teaching children to use visual research methods. In Thomson, P. (Ed.), Doing visual research with children and young people (pp. 77–94). London, UK: Routledge.Google Scholar
Jones, T. (2013). Through the lens of home-educated children: Engagement in education. Educational Psychology in Practice, 29, 107–121. doi:10.1080/02667363.2012.755614 CrossRefGoogle Scholar
Jurkowski, J. M. (2008). Photovoice as participatory action research tool for engaging people with intellectual disabilities in research and program development. Intellectual and Developmental Disabilities, 46, 1–11. doi:10.1352/0047-6765(2008)46[1:PAPART]2.0.CO;2 CrossRefGoogle ScholarPubMed
Kurtz, H. E., & Wood, J. (2014). Stone soup: Photo-elicitation as a learning tool in the food geography classroom. Journal of Geography in Higher Education, 38, 546–556. doi:10.1080/03098265.2014.958657 CrossRefGoogle Scholar
Lamb, P., Firbank, D., & Aldous, D. (2016). Capturing the world of physical education through the eyes of children with autism spectrum disorders. Sport, Education and Society, 21, 698–722. doi:10.1080/13573322.2014.941794 CrossRefGoogle Scholar
Lapenta, F. (2011). Some theoretical and methodological views on photo-elicitation. In Margolis, E. & Pauwels, L. (Eds.), The Sage handbook of visual research methods (pp. 201–213). Thousand Oaks, CA: Sage.CrossRefGoogle Scholar
Lindsay, S., Proulx, M., Scott, H., & Thomson, N. (2014). Exploring teachers’ strategies for including children with autism spectrum disorder in mainstream classrooms. International Journal of Inclusive Education, 18, 101–122. doi:10.1080/13603116.2012.758320 CrossRefGoogle Scholar
Llewellyn, G., & Leonard, H. (2010). Indicators of health and well-being for children and young people with disabilities: Mapping the terrain and proposing a human rights approach. Canberra: Australian Research Alliance for Children and Youth.Google Scholar
Loyd, D. (2015). Gaining views from pupils with autism about their participation in drama classes. British Journal of Learning Disabilities, 43, 8–15. doi:10.1111/bld.12078 CrossRefGoogle Scholar
Mandleco, B. (2013). Research with children as participants: Photo elicitation. Journal for Specialists in Pediatric Nursing, 18, 78–82. doi:10.1111/jspn.12012 CrossRefGoogle ScholarPubMed
Obrusnikova, I., & Cavalier, A. R. (2011). Perceived barriers and facilitators of participation in after-school physical activity by children with autism spectrum disorders. Journal of Developmental and Physical Disabilities, 23, 195–211. doi:10.1007/s10882-010-9215-z CrossRefGoogle Scholar
Povee, K., Bishop, B. J., & Roberts, L. D. (2014). The use of photovoice with people with intellectual disabilities: Reflections, challenges and opportunities. Disability & Society, 29, 893–907. doi:10.1080/09687599.2013.874331 CrossRefGoogle Scholar
Preece, D., & Jordan, R. (2010). Obtaining the views of children and young people with autism spectrum disorders about their experience of daily life and social care support. British Journal of Learning Disabilities, 38, 10–20. doi:10.1111/j.1468-3156.2009.00548.x CrossRefGoogle Scholar
Prunty, A., Dupont, M., & McDaid, R. (2012). Voices of students with special educational needs (SEN): Views on schooling. Support for Learning, 27, 29–36. doi:10.1111/j.1467-9604.2011.01507.x CrossRefGoogle Scholar
Ray-Subramanian, C. E., & Ellis Weismer, S. (2012). Receptive and expressive language as predictors of restricted and repetitive behaviors in young children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42, 2113–2120. doi:10.1007/s10803-012-1463-6 CrossRefGoogle ScholarPubMed
Saggers, B. (2015). Student perceptions: Improving the educational experiences of high school students on the autism spectrum. Improving Schools, 18, 35–45. doi:10.1177/1365480214566213 CrossRefGoogle Scholar
Schohl, K. A., Van Hecke, A. V., Carson, A. M., Dolan, B., Karst, J., & Stevens, S. (2014). A replication and extension of the PEERS intervention: Examining effects on social skills and social anxiety in adolescents with autism spectrum disorders. Journal of Autism and Developmental Disorders, 44, 532–545. doi:10.1007/s10803-013-1900-1 CrossRefGoogle ScholarPubMed
Spiker, M. A., Lin, C. E., Van Dyke, M., & Wood, J. J. (2012). Restricted interests and anxiety in children with autism, Autism, 16, 306–320. doi:10.1177/1362361311401763 CrossRefGoogle ScholarPubMed
Strnadová, I., & Evans, D. (2012). Subjective quality of life of women with intellectual disabilities: The role of perceived control over own life in self-determined behaviour. Journal of Applied Research in Intellectual Disabilities, 25, 71–79. doi:10.1111/j.1468-3148.2011.00646.x CrossRefGoogle ScholarPubMed
Thomson, P. (Ed.). (2008). Doing visual research with children and young people. London, UK: Routledge.Google Scholar
United Nations. (1989). Convention on the rights of the child. New York, NY: United Nations.Google Scholar
United Nations. (2006). Convention on the rights of persons with disabilities. Geneva, Switzerland: Author.Google Scholar
Wang, C., & Burris, M. A. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education & Behavior, 24, 369–387. doi:10.1177/109019819702400309 CrossRefGoogle ScholarPubMed
Warne, M., Snyder, K., & Gillander Gådin, K. (2013). Photovoice: An opportunity and challenge for students’ genuine participation. Health Promotion International, 28, 299–310. doi:10.1093/heapro/das011 CrossRefGoogle ScholarPubMed
Whiting, L. S. (2015). Reflecting on the use of photo elicitation with children. Nurse Researcher, 22 (3), 13–17. doi:10.7748/nr.22.3.13.e1283 CrossRefGoogle ScholarPubMed