Quality Design of Focus Groups in Early Childhood Special Education Research

Abstract

Interest is growing in the contributions of qualitative research to the field of early childhood special education. One qualitative method, focus groups, is examined. This article discusses what types of early childhood special education questions might be addressed in focus groups and suggests guidelines by which to consider the quality of design of focus group use in early childhood special education research. Four key questions are explored that aid in designing and judging focus group research. These include: (a) Who should participate in the focus groups? (b) What checks on credibility should we include? (c) How shall we maintain research stability while allowing for an emergent design? and (d) How will the Information gained in the focus groups inform us about the general phenomenon?

Complexities in the Provision of Respite Care to Family Carers of Persons with Intellectual Disabilities

“…By this process, 135 coded segments were identified as relevant to this issue. Having two researchers (one of whom had not been involved with the focus groups) helped to ensure that the perspective of a single lead researcher did not predominate (Brotherson & Goldstein, 1992).…”

Meeting the nutritional needs of children with disabilities and their families

“…Interviews were transcribed and content analyzed simultaneously as the issues and themes emerged in the lives of the families (Johnson & Montagne, 1992;Tesch, 1990). Issues of credibility and dependability of data were addressed to ensure rigor of design (Brotherson & Goldstein, 1992;Guba, 1981). Credibility addressed the issue of congruence between the constructed realities of the families and those realities represented by the research team and attributed to the families.…”

Therapist conducted debriefing interviews

“…Ethnography, or client debriefing, is an effective method of gaining information about how family therapy is progressing (Kuehl, 1987). Ethnographies have been used in collecting accounts of experiences of the mentally ill (Caudill, 1958;Goffman, 1961;Henery, 1971), but has only recently begun to be used in family research (Brown, 1992;Brotherson & Goldstein, 1992;Lashley, 1993: Moon, Dillon, & Sprenkle, 1990.…”