Engaging children with developmental disabilities in online data collection procedures: reflections and implications for future research

Purpose

The purpose of this paper is to outline reflections and recommendations about the processes involved in effectively engaging children with developmental disabilities in online data collection in special schools in England.

Design/methodology/approach

Data collection procedures were adapted and piloted for online delivery with children with developmental disabilities before data were collected online from 382 young children (aged 5–11 years) in 55 special schools in England as part of a randomised controlled trial examining the efficacy of Headsprout Early Reading® on reading fluency.

Findings

The research team engaged with creative and adaptive methods throughout the process, from initial planning to delivery, to ensure successful and systematic data collection with children with developmental disabilities. It is possible to effectively engage children with developmental disabilities in online data collection procedures, and with appropriate planning and procedural considerations, this can be an enjoyable experience for children.

Research limitations/implications

Whilst there are geographical and logistical advantages to online data collection methods, there is also the potential for an increased administrative burden that should be appropriately planned and costed.

Practical implications

Purposely engaging online data collection methods can enable researchers to involve a greater number of children with developmental disabilities in research.

Originality/value

To the best of the authors’ knowledge, this is the largest study using purposefully engaging online data collection methods with children with developmental disabilities in special schools. Furthermore, this study provides detailed reflections and recommendations to support similar processes for future research.