Abstract
The aim of this study was to develop and describe methods on how to conduct virtual focus groups with adults with intellectual disability. Using a community-engaged research approach, adults with intellectual and developmental disabilities helped develop virtual focus group methods. We report on the implementation of these methods through an illustrative application of applying these adaptations to virtual focus groups with 13 adults with intellectual disability in a study assessing their perspectives on mental health therapy.
This work resulted in several adaptations that can enhance inclusivity of focus group research to individuals with intellectual disability. Adaptions broadly included: involving guardians in consent as needed, providing additional time to build rapport through icebreakers, providing multiple presentations of information including clear language questions, visuals, and PowerPoint slides. We also included multiple ways of receiving input from participants (e.g., chat, verbal, communication with support person). We also identified ways to make further adaptations to focus group methods including rephrasing all focus group questions in multiple ways using concrete language, pausing after asking questions, repeating questions as needed, and allowing for multiple breaks.
The ability to conduct virtual groups with adults with intellectual disability can greatly enhance the reach of focus group research and can improve external validity and generalizability of research. Individuals with intellectual disabilities have historically often been excluded from research that directly affects them and their priorities, values, and preferences have not been fully heard. This manuscript outlines how their voices can be elevated and heard in research within the context of virtual focus groups.
Plain Language Summary
We did research with adults with intellectual and developmental disabilities. They helped us understand how to best ask them questions when doing focus groups online for research. Their ideas make research more welcoming and inclusive. These ideas include: (1) Getting permission from guardians when needed; (2) Allowing extra time for comfort with icebreaker activities; (3) Using PowerPoint slides with clear language and pictures; (4) Asking questions in different ways using clear language; and (5) Encouraging participants to share their ideas. They could type in chat, speak out loud, or get help from a support person.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Cary, Emily L.; Taylor, Chris A.; Havercamp, Susan; and Witwer, Andrea
(2026)
"Increasing Participation through Online Focus Groups with Adults with Intellectual Disabilities,"
Developmental Disabilities Network Journal: Vol. 5:
Iss.
2, Article 5.
DOI: 10.59620/2694-1104.1143
Available at:
https://digitalcommons.usu.edu/ddnj/vol5/iss2/5
Included in
Accessibility Commons, Behavioral Disciplines and Activities Commons, Developmental Psychology Commons, Development Studies Commons, Disability Studies Commons, Educational Assessment, Evaluation, and Research Commons, Mental Disorders Commons, Other Social and Behavioral Sciences Commons, Social Justice Commons, Social Policy Commons, Social Work Commons
