The Focused Interview.

Morris, Richard T.; Merton, Robert Κ.; Fiske, Marjorie; Kendall, Patricia L.

doi:10.2307/2088873

Cited by 11 publications

(5 citation statements)

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“…A focus group approach was used to obtain a comprehensive understanding of participant's perceptions of the implementation process for new practices for students with ASD in urban and rural school districts. The focus group approach targets the identification of participant's experiences with, or opinions about, the topic under investigation, the use of a structured interview guide, and the exploration of subjective experiences of participants in relation to predetermined research questions (Gibbs, 1997;Merton & Kendall, 1946). Focus group methodology is commonly used in implementation research to gather information about settings and perspectives on contextual factors impacting implementation (Hamilton & Finley, 2019).…”

Section: Methodsmentioning

confidence: 99%

Implementation of school-based services for students with autism: Barriers and facilitators across urban and rural districts and phases of implementation

Suhrheinrich

Melgarejo

Root

et al. 2021

Autism

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Research regarding variables influencing evidence-based practice implementation within school services for students with autism spectrum disorder is limited. Using qualitative methods, the current study applies the Exploration, Preparation, Implementation, and Sustainment framework to characterize factors impacting the implementation of practices for students with autism spectrum disorder across urban and rural school districts. The guiding questions of the study include: (1) Are contextual factors perceived as barriers or facilitators, and do these perceptions vary by district location? and (2) What are the key factors impacting implementation across the Exploration, Preparation, Implementation, and Sustainment phases? Focus group participants ( n = 33) were service providers to children with autism spectrum disorder from urban- and rural-located school districts. Several personnel-related themes (attitudes and buy-in, knowledge and skills, staffing, and burnout) were shared by participants representing both urban and rural districts. However, some themes related to system and organizational factors (leadership approval, support and expectations, district structure, competing priorities, time for effective professional development, litigation and due process, and materials and resources) differed between the district locations. This project serves as an initial step in understanding the current process of evidence-based practice implementation within the school context and may help identify intervention targets to include in implementation planning. Lay abstract The law requires that schools use evidence-based practices to educate students with autism spectrum disorder. However, these practices are often not used, or are not used correctly in school programs. Understanding barriers and facilitators of use of evidence-based practices in schools will help improve the implementation process. This study uses focus groups to characterize how school-based providers representing urban or rural school districts perceive barriers and facilitators for implementing new practices for students with autism spectrum disorder. Guiding questions include the following: (1) Are contextual factors perceived as barriers or facilitators and how do these vary by district location? and (2) What are the key factors impacting implementation across the Exploration, Preparation, Implementation, and Sustainment phases? Focus group participants ( n = 33) were service providers to children with autism spectrum disorder from urban- and rural-located school districts. Several personnel-related themes (attitudes and buy-in, knowledge and skills, staffing, and burnout) were shared by participants representing both urban and rural districts. However, some personnel-related themes and organizational factors were unique to rural or urban districts. For example, themes related to system and organizational factors (leadership approval, support and expectations, district structure, competing priorities, time for effective professional development, litigation and due process, and materials and resources) differed between the district locations. This project serves as an initial step in identifying implementation strategies that may improve the use of evidence-based practices in schools.

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Section: Methodsmentioning

confidence: 99%

Implementation of school-based services for students with autism: Barriers and facilitators across urban and rural districts and phases of implementation

Suhrheinrich

Melgarejo

Root

et al. 2021

Autism

View full text Add to dashboard Cite

show abstract

“…Considering the combination of focus group and experiment, we should refer to the works of R. Merton and his co-authors, who directly used this combination [11] "to obtain as complete a report as possible of what a particular situation was like", focusing on several conceptual tasks that are experimentally feasible: first, labeling an effective stimulus that influences the observed responses, namely "which X or which parts of X in the stimulus situation produced the observed effect"; second, interpreting differences between expected and actual effects, which may contradict theories based on previous research or logical reasoning; third, explaining factors that determine differences in responses between subgroups that are more prevalent in the broader population; fourth, interpreting the occurrence of actual and experimentally generated impacts.…”

Section: Sociological Lecturesmentioning

confidence: 99%

Combination of focus group and experiment methods: opportunities and limitations

Puzanova,

Larina,

Ignatova

2023

Vestnik Rossijskogo universiteta druzhby narodov. Serija Sociol

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The use of several sociological techniques can be an effective way to obtain more representative data. The combination of focus group and experiment allows to expand the cognitive capabilities of each method, to better understand complex social phenomena, and to obtain a more complete picture of social objects and processes, and perceptions of them. The advantages and disadvantages of the combination of focus group and experiment were formulated mainly based on the research in which the main indicators were such characteristics as psychotypes, emotional intelligence and suggestibility. The advantage of combining two methods is the in-depth analysis of the phenomenon under study, since focus group provides context and insight into the opinions and experiences of participants, while experiment allows to control the conditions and impact on respondents, test hypotheses and identify cause-and-effect relationships. The combination of methods increases the validity of research practices; however, this combination has several limitations: the timing of focus group can affect the duration of experiment; group dynamics during the focus group can affect the results of experiment and lead to distortions; the presence of a moderator and videotaping of the focus group can affect the behavior of participants and the data. Based on the analysis of several cases, the authors provide recommendations on combining two methods such as: improving the criteria for selecting respondents during recruitment; placing focus group participants taking into account their psychotypes and personality characteristics, and also placing ‘decoy ducks’ according to a certain plan; providing stimulus material in printed form to each focus group participant. Combination of focus group and experiment is a rare research approach; therefore, the main conclusions are based on the authors’ research conducted at the RUDN University.

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“…These were semi-structured interviews with a qualitative nature and greater breadth. In particular, we referred to the traditional type of unstructured interviews, that of in-depth open-ended interviews (Lincoln and Guba, 1985;Merton et al, 1956).…”

Section: Data Collectionmentioning

confidence: 99%

Marketing automation and the scope of marketers' heuristics

Guercini

2023

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PurposeThis paper examines the relationship between marketing automation emergence and the marketers' use of heuristics in their decision-making processes. Heuristics play a role for the integration of human decision-making models and automation in augmentation processes, particularly in marketing where automation is widespread.Design/methodology/approachThis study analyzes qualitative data about the impact of marketing automation on the scope of heuristics in decision-making models, and it is based on evidence collected from interviews with twenty-two experienced marketers.FindingsMarketers make extensive use of heuristics to manage their tasks. While the adoption of new automatic marketing tools modify the task environment and field of use of traditional decision-making models, the adoption of heuristics rules with a different scope is essential to defining inputs, interpreting/evaluating outputs and control the marketing automation system.Originality/valueThe paper makes a contribution to research on the relationship between marketing automation and decision-making models. In particular, it proposes the results of in-depth interviews with senior decision makers to assess the impact of marketing automation on the scope of heuristics as decision-making models adopted by marketers.

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The Focused Interview.

Cited by 11 publications

References 0 publications

Implementation of school-based services for students with autism: Barriers and facilitators across urban and rural districts and phases of implementation

Implementation of school-based services for students with autism: Barriers and facilitators across urban and rural districts and phases of implementation

Combination of focus group and experiment methods: opportunities and limitations

Marketing automation and the scope of marketers' heuristics

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