Research Newsletter - Issue 112: Open Research in Action
CO-CREATE 2e (Co-Designing Strength-Based Interventions for Twice Exceptional Autistic Children)
A Collaborative input from Parents, Teachers, and Experts, and gamified mapping with children
Dr. Lorraine Boran, Dr. Marianna Pagkratidou, Aiswarya Radhakrishnan (School of Psychology), and Prof. Colm O’Reilly (CTYI)
Project Overview
The interdisciplinary CO-CREATE 2e research project investigates the experiences of twice-exceptional autistic learners (2e-AS), who have both autism and high cognitive abilities.
Twice-exceptional autistic learners (2e-AS) have both autism and high cognitive abilities.
Gifted autistic learners are least likely to be identified as gifted due to their exceptional ability being overlooked, however, they may be most at risk of underachievement.
The research seeks to understand the unique strengths and challenges of 2e-AS children and translate this knowledge into supportive educational strategies and interventions.
Guided by a Public and Patient Involvement (PPI) steering committee, the research employs a PPI approach to gather insights from 2e children, parents, teachers, and experts. These insights inform the co-design of a gamified open-source tool that presents real-life challenges.
Children use their "superpowers" (strengths) to navigate these scenarios, fostering engaging, child-friendly participation. This method empowers PPI contributors to shape the development of strength-based interventions. Combining game-based tools for children and public engagement activities for adults, the approach leverages lived experience to identify strengths and challenges, informing inclusive, strength-based intervention design.
Open Research Practices
This project applies a range of open research practices, grounded in PPI and citizen science principles.
- Gifted autistic individuals, parents, and teachers have been involved as co-creators, contributing to research design, refining questions, and co-developing the final intervention. This participatory approach ensures lived experience shapes both the process and outcomes.
- We use open methods by making research protocols, tools (such as the gamified mapping framework), and design processes available under open licenses where appropriate. The gamified tool and final intervention will also be shared openly to support reuse and adaptation.
- Findings will be published in open access journals, and toolkits, including the co-designed tool and practical guidance, will be freely shared with educators, families, and partners such as CTYI.
- Findings will be disseminated through science communication activities, including Science Week events at DCU, that engage educators, families, and community partners.
While the primary data is confidential, our data management practices align with the principles of FAIR, ensuring data is well-documented, securely stored, and responsibly handled. By embedding openness across design, dissemination, and collaboration, the project aims to maximise impact, accessibility, and ethical engagement in neurodiversity and education research.
Impact
This research adopts strength-based, creative, and participatory methods to improve inclusion in autism research, particularly for gifted autistic children, a group often overlooked in both gifted education and psychology.
Its interdisciplinary nature offers potential impact across both fields. By involving autistic children, parents, and teachers as co-creators from the outset, as part of the PPI steering committee, the project fosters trust and relevance, increasing the likelihood of real-world application. Unlike many existing interventions that are adapted for this population, this work is tailored to them, grounded in what works best from their perspective.
Concept image of the gamified tool
A key innovation is the gamified mapping tool, which enables children to meaningfully engage with relatable, scenario-based challenges using their identified strengths.
Open access publications and openly licensed toolkits, co-designed with stakeholders, will support wider uptake in schools and families.
Early presentations have already drawn international interest, highlighting the project’s potential for global educational and societal impact.
Open Research aims to increase openness, transparency and reproducibility across all parts of the research lifecycle. It is considered beneficial to all involved in the research process - funders, researchers, policymakers, and to society as a whole. DCU actively supports and facilitates researchers to practice Open Research. The DCU Open Research Steering Group is leading the University's implementation of the NORF Action Plan 2022-2030 and working more broadly to foster a culture of openness in all aspects of DCU research.
Further information and links to useful resources can be found on the DCU Open Research Website.