Semi-structured interviews

Interviews with typically-developing and autistic adolescents aimed to investigate the views of youths in terms of screen-based media usage, with a particular focus on whether this technology had a role in the development and maintenance of socialization and peer relationships (see Table 3 for adolescent

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interview schedule). Semi-structured interviews with the parents explored their perceptions regarding their children’s use of screen-based media, any concerns they may have about this use as well as their views on how screen-based media use is related to their children’s peer relationships (see Table 4 for parent interview schedule). Most interviews with adolescent participants, both autistic and typically, took around 15 minutes. On average, interviews with parent participants took about 20-30 minutes. Given the relatively large sample of participants as well as the multiple sources of data which were being asked of the young people and their parents, semi-structured interviews were kept as focused as possible on answering the main questions outlined in the interview schedules below (Tables 3 and 4).

As a research tool, the semi-structured interview offers a unique amount of relevance to the chosen topic of research whilst also remaining responsive to participants (Bartholomew, Henderson, & Marcia, 2000). The structure of a semi-structured interview is designed to ensure “subjective responses from persons regarding a particular situation or phenomenon they have experienced”

(McIntosh & Morse, 2015, p.1). As discussed in the literature review, most of the existing research in the area has been of a quantitative nature, based upon web-based or phone surveys and questionnaires. Whilst offering valuable information, these studies do not provide a deeper understanding of young people’s notions of how screen-based media features in the forming and maintaining of peer relationships in online and offline contexts. The qualitative aspect provided by semi-structured interviews as part of the mixed-methods approach adopted by this thesis have given depth to the research by adding to existing knowledge which is primarily descriptive and quantitative in nature. This is the first time, to

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my knowledge, that a qualitative account of the role of screen media technology and peer relationships by young autistic people has been used within this area of research.

Table 3.

Interview Schedule: Adolescent Participants

Main questions Probe questions

Can you tell me a bit about the things you like to do?

How do you spend your time? What kind of things do you enjoy doing? Besides school, are you involved in any other activities? (student clubs, sports, religious groups, etc.) What do you like to do in your free time?

Can you tell me about the way you use technology? I’m interested in getting to know more about how you use screen-based media, such as phones, tablets, laptops and TVs.

What do you like to do most online? Why is this enjoyable/important?

I'm interested in talking to you about your friends. Can you tell me about the people you like to hang out with?

Do you hang out in a big group/small group? Do you have one best friend?

How did you meet them? What do you do together? Why are they important? How would you describe your relationship with your friend/s?

How do you communicate with your friends? Do you communicate or play with them through technology? Do you talk to these people offline? Do you have friends

66 favourite things? What does your child like to do in their free time?

I’m interested in how your son/daughter uses technology, especially screen-based media such as phones, tablets, computers, TV, etc. Can you tell me a bit about that?

What are some of the activities they engage in? How much time do they spend on such activities? When did they start showing an interest in such technology? How would you judge your son/daughter’s skills at using technology?

I’m also interested in talking about your son/daughter’s friends. Can you tell me a bit about them?

Do you know who they are? Have you met them? Does your son/daughter talk about them? Where do they meet? Is it at school, after school, in pre-arranged settings?

Do you know whether your son/daughter uses screen-based media to interact with others?

Do you think technology helps your son/daughter meet people, make friends?

How do you feel about this? Are his/her online and offline friends the same?

What do you think are the benefits of their use of screen-based media?

What does technology help them with? (e.g., educational progress, supporting friendships etc.)

Do you have any concerns regarding your son/daughter’s use of screen-based media?

Does it hinder them from doing anything else?

Do you use any strategies to monitor and control your son/daughter’s use of screen-based media?

Do you ask about what they’re doing, sit with them, and keep an eye on their activities?

Are there any things which your child is not allowed to do when using screen-based media? (e.g., shop, give out information, chat, download, send email, play games)

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