Using video vignettes in research and program evaluation for people with intellectual and developmental disabilities: A case study of the Leadership for Empowerment and Abuse Prevention (LEAP) project

Dinora, Parthenia; Schoeneman, Andrew; Dellinger-Wray, Molly; Cramer, Elizabeth P.; Brandt, J.; D'Aguilar, Allison

doi:10.1016/j.evalprogplan.2019.101774

Cited by 4 publications

(5 citation statements)

References 34 publications

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“…This can also assist with training abstract concepts like a company's mission and cultural values. Participants with disabilities can also be positively affected by using video vignettes [9]. For instance, the video vignettes can provide access to the blind by offering audio captions, compared to listening to a reader.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, participants can utilize their observation skills to make judgments [15]. The use of video vignettes also has potential for measuring the outcomes of interventions across different populations [9]. More importantly, a video vignette may be useful for relaying information that would be otherwise too difficult or overt to express in a written text.…”

Section: Benefits Of Virtual and Video Vignettesmentioning

confidence: 99%

“…For example, vignettes can be used to explore the experiences and values of young people [8]. Vignettes have been used to approach research topics, such as trauma and abuse, that would be otherwise unethical to manipulate [9], and they can also be adapted for both qualitative and quantitative research designs [10]. Lastly, vignettes possess internal validity if the topic directly relates to the variables of interest [8].…”

Section: Introductionmentioning

confidence: 99%

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Using Video Vignettes to Understand Perceptions of Leaders

Moskowitz,

Sanchez,

Trinh

2023

MTI

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Video vignettes are one form of virtualized vignettes that may build upon traditional text vignettes and enable research participants to see and experience a unique scenario that is better translated visually than through a written text. This study examined using video vignettes to study perceptions of leaders. Participants watched virtualized, video vignettes depicting a male leader expressing either a masculine, gender-conforming expression or a feminine, gender-nonconforming expression. Participants evaluated these leaders on measures of leadership likability and leadership effectiveness. Results demonstrated that the videos of the masculine male leader were perceived as more likable and more effective than the videos of the feminine male leader. This relationship was not moderated by gender-related expectations the participants had. This finding reveals that there is a prototypical expectation that male leaders who depicted masculine expressions are more likable and effective. Additionally, we also found that the participant’s individual ideologies of gender-related expectations and conformity expectations were related to the results in unique ways. When the participant believed an ideal leader should have higher versus lower feminine traits, those participants also rated both leaders more positively regardless of the type of gender expression that was depicted in the video vignettes. In contrast, participants with strong expectations that others should conform to gender norms in social situations generally rated both leaders more negatively, regardless of the gender expression in the video vignette. The results are discussed in detail and the benefits of using virtualized and video vignettes are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Benefits Of Virtual and Video Vignettesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Using Video Vignettes to Understand Perceptions of Leaders

Moskowitz,

Sanchez,

Trinh

2023

MTI

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“…Social workers can and must learn from the knowledge of persons with IDD to have a more complete understanding of what barriers to inclusion exist and how to overcome them. While engaging persons with IDD as key stakeholders is critical, they have largely been excluded from participating in the very research, policy development, and decision-making that intimately affects their lives (Dinora et al, 2020). According to Inclusion International (2012), What is missing is the voice of people with intellectual disabilities and their families who have lived the experience of exclusion and isolation, who understand the causes and impact of that exclusion and who have a vision for what living and being included in the community should look like.…”

Section: Lack Of Clarity In Defining Community Inclusionmentioning

confidence: 99%

Community Inclusion for People with Intellectual and Developmental Disabilities

Presnell

Keesler

2022

ASW

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Many people with intellectual and developmental disabilities (IDD) are isolated and lack meaningful opportunities to participate and develop social networks within their communities. Sharing membership with a community that fosters connection and belonging is essential to well-being. As a human rights profession, social work is uniquely situated to overcome the macro barriers that prevent full community inclusion for people with IDD. However, the experiences and needs of those with IDD have largely been left out of the profession’s discourse on diversity and oppression. This article presents a call-to-action for social work to engage in strategies and solutions to resolve macro barriers to community inclusion, to dismantle the injustices that people with IDD continue to experience, and to move the promise of community inclusion from rhetoric to reality. Social workers can promote community inclusion for people with IDD through a variety of approaches, including using a human rights-based framework, aligning with person-centered planning, fostering evidence-based practices, using participatory action research, increasing disability content in social work curricula, and engaging in community action and advocacy.

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“…It is important to note that for the most part, the research literature refers to people with disabilities in general; less has dealt specifically with people with IDD. This might be explained by the findings in Dinora et al’s (2020) literature survey that people with IDD are often excluded from evaluation research because the measures employed are not cognitively accessible and many people with IDD have communications difficulties. It is important to note that although few studies have been published on verbal violence against people with disabilities, reports suggest that it is a frequent occurrence (Derdar, 2017; Karni-Vizer, 2018).…”

Section: Introductionmentioning

confidence: 99%

How People With Intellectual or Development Disabilities Cope With Verbal Violence

Karni-Vizer

Neuman

2023

J Interpers Violence

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Violence against people is a widespread phenomenon and violence against people with disabilities even more common. Studies have examined different types of violence toward people with disabilities, but there has been almost no research to date on verbal violence involving people with intellectual or development disabilities (IDD). The present research focused on this subject. A qualitative study was conducted using an intervention program. The research questions were (a) what can help people with IDD expand their understanding of verbal violence and differentiate different situations of verbal violence and (b) what can help people with IDD expand their means for handling verbal violence of their own and that directed toward them? The sample included 64 people (45 males, 19 females; ages 22–75) with mild IDD, who were divided into four groups of 16 participants each in the intervention program. The findings indicate that the participants’ conceptualization of verbal violence improved after the intervention program. Three main themes were identified: (a) differentiation between good and bad; (b) choosing how to handle verbal violence; and (c) helping others cope with verbal violence. Consistent with the humanistic perspective, the findings show that people with IDD can learn to handle verbal violence toward them in a way that promotes their understanding, enables them to choose their reactions, and affects those around them, as well as strengthening their self-efficacy. The research contributes to the sparse knowledge regarding verbal violence, especially against people with IDD, and offers ways of intervening to help them handle verbal violence.

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Using video vignettes in research and program evaluation for people with intellectual and developmental disabilities: A case study of the Leadership for Empowerment and Abuse Prevention (LEAP) project

Cited by 4 publications

References 34 publications

Using Video Vignettes to Understand Perceptions of Leaders

Using Video Vignettes to Understand Perceptions of Leaders

Community Inclusion for People with Intellectual and Developmental Disabilities

How People With Intellectual or Development Disabilities Cope With Verbal Violence

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