Paediatrics Publications
Document Type
Article
Publication Date
9-1-2014
Journal
Disability and Rehabilitation
Volume
36
Issue
19
First Page
1652
Last Page
1660
URL with Digital Object Identifier
10.3109/09638288.2013.863393
Abstract
Purpose: This study investigated the feasibility of integrating three diverse methods for studying disabled youth's experiences of activity settings: standardized questionnaires, qualitative methods and physiological measures. The article describes a case study of data collection in a real-life setting to outline the opportunities, challenges and lessons learned for future research. Methods: The methods included (a) two newly developed quantitative measures of qualities of home and community activity settings (MEQAS) and youth experiences (SEAS); (b) youth-friendly qualitative methods, including photo-elicitation, observations, electronic interviews and face-to-face interviews; and (c) an innovative system to collect physiological data (the HEART system) that provided insight into the experiences of youth beyond other methods. Results: The study demonstrated that these diverse methods measures can be practically combined to study activity setting participation experiences. The measures provided different types of data that informed one other and allowed a rich interpretation and deep understanding of the participant's experiences. We discuss practical lessons concerning the joint use of the three methods, lessons specific to each method, and lessons concerning next steps for integrating the data. Conclusions: Combined methodologies hold great promise for investigations of the participation experiences of disabled youth in future research.Implications for RehabilitationThis feasibility study demonstrated that standardized questionnaires, qualitative methods, and physiological measures can be practically combined to study the real-world activity setting participation experiences of disabled youth.Combined methodologies hold great promise for investigations of the participation experiences of "hard to study" disabled youth in future research.Clinically it is important to look at youth-based experiences and priorities when planning interventions rather than focusing on specific skills or inclusion for its own sake.