child. Data saturation can be difficult to achieve in narrative inquiry because there is always potential for new stories to emerge. We aimed to generate sufficient data to answer the research questions and were mindful of not placing too many demands on the time. children’s Procedure The children selected their own pseudonyms. The first author, an experienced pathologist and researcher who did not know any of the participants, conducted interviews with the participants that typically lasted between 45 minutes and 1 hour. Parents and children were offered choices about where the interviews would be held, with the majority selecting their homes (n = 7). A flexible topic guide was generated following a pilot study with three children with speech and language disorders (see Supplemental Table 1). The topic guide included open-ended questions about events, happenings, and relationships in different contexts such as home, school, and leisure contexts. The flexibility of this topic guide provided scope for the to come to the surface (Greig, Taylor, & MacKay, participants’ ideas 2007). The topic of was introduced by the researcher in the second or third interview in ‘talking’ order to give the children an opportunity to discuss this topic spontaneously. A range of techniques were used to generate narratives and to probe for further information when the responses were short or vague. For example, one of the techniques used was a funnelling technique (Plummer, 2001). Using this approach, the researcher introduced a topic by asking broad grand tour questions (e.g., tell me about which were “can you your favourite sports?”) followed up with more specific and focused mini-tour questions (e.g., tell me about a “can you game that you The goal was to generate data about actions rather than attributes played in?”). because actions are considered a core element of narratives (Wetherell et al., 2007). The researcher used active listening techniques such as restating and summarising what the child had
child. Data saturation can be difficult to achieve in narrative inquiry because there is always potential for new stories to emerge. We aimed to generate sufficient data to answer the research questions and were mindful of not placing too many demands on the children’s time. Procedure The children selected their own pseudonyms. The first author, an experienced pathologist and researcher who did not know any of the participants, conducted interviews with the participants that typically lasted between 45 minutes and 1 hour. Parents and children were offered choices about where the interviews would be held, with the majority selecting their homes (n = 7). A flexible topic guide was generated following a pilot study with three children with speech and language disorders (see Supplemental Table 1). The topic guide included open-ended questions about events, happenings, and relationships in different contexts such as home, school, and leisure contexts. The flexibility of this topic guide provided scope for the participants’ ideas to come to the surface (Greig, Taylor, & MacKay, 2007). The topic of ‘talking’ was introduced by the researcher in the second or third interview in order to give the children an opportunity to discuss this topic spontaneously. A range of techniques were used to generate narratives and to probe for further information when the responses were short or vague. For example, one of the techniques used was a funnelling technique (Plummer, 2001). Using this approach, the researcher introduced a topic by asking broad grand tour questions (e.g., “can you tell me about your favourite sports?”) which were followed up with more specific and focused mini-tour questions (e.g., “can you tell me about a game that you played in?”). The goal was to generate data about actions rather than attributes because actions are considered a core element of narratives (Wetherell et al., 2007). The researcher used active listening techniques such as restating and summarising what the child had
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