The Storybook Method: Research Feedback with Young Participants

Abstract

Children are valuable informants for social research; however, their participation presents additional ethical and practical challenges. Of these challenges, feedback to verify the researchers’ interpretations drawn from children’s data, and the dissemination of project findings to young participants, have proven difficult to overcome. In this paper, we outline the Storybook method, an approach to feedback in research with young children. In the example study, illustrations, interactive pop-ups, and third-person disclosure were used to aid children aged 7–9 years to overcome the power imbalance in interviews with adults. The Storybook method facilitated active participation in the validation process. Potential modifications of the method for use with older populations, including adults with intellectual disabilities, complex communication needs, and those requiring alternate access to written texts, are also explored.

Keywords::

• Qualitative research
• Children
• Augmentative and alternative communication
• Participation

Acknowledgement

The primary author wishes to acknowledge the Cerebral Palsy Alliance for their Cerebral Palsy Foundation Bursary, which assisted in funding this project.

Declaration of interest: The authors report no conflict of interest. The authors alone are responsible for the content and writing of the paper.

Notes

1. Talking Mats Research and Development Centre, Scion House, University of Stirling, Stirling, Scotland, FK9 4NF. www.talkingmats.com

2. All four participants attended public primary schools and currently shared a class with a student who had cerebral palsy and complex communication needs (CCN). The classmates with cerebral palsy all used AAC (augmentative and alternative communication) systems, including electronic speech generating devices and/or sign language, as their primary means of communication. Each classmate also had a severe level of physical disability and used a powered or manual wheelchair for mobility.

Recruitment for this study was drawn from the cohort of a larger project, which examined the communication development of children who have complex communication needs. Friends of these children were nominated by their class teacher to participate in our smaller study. The participants and the parents of both children confirmed friendship status. Written consent was obtained from the parents of all children in the study; the children themselves also provided verbal consent to participate. This study was approved by the University of Sydney Human Research Ethics Committee.