Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


Title: Transitioning Toward Independence: Enhancing Collaborative Self-Management of Children with Type 1 Diabetes
Although child participation is required for successful Type 1 Diabetes (T1D) management, it is challenging because the child’s young age and immaturity make it difficult to perform self-care. Thus, parental caregivers are expected to be heavily involved in their child’s everyday illness management. Our study aims to investigate how children and parents collaborate to manage T1D and examine how the children become more independent in their self-management through the support of their parents. Through semi-structured interviews with children with T1D and their parents (N=41), our study showed that children’s knowledge of illness management and motivation for self-care were crucial for their transition towards independence. Based on these two factors, we identified four types of children’s collaboration (i.e., dependent, resistant, eager, and independent) and parents’ strategies for supporting their children’s independence. We suggest design implications for technologies to support collaborative care by improving children’s transition to independent illness management.  more » « less
Award ID(s):
1942547
PAR ID:
10427060
Author(s) / Creator(s):
; ; ; ; ;
Date Published:
Journal Name:
the ACM/SIGCHI Conference on Human Factors in Computing Systems (CHI 2022)
Page Range / eLocation ID:
1 to 17
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. ; ; ; ; ; (, ACM/SIGCHI Conference on Human Factors in Computing Systems (CHI 2023))
    Children with Type 1 Diabetes (T1D) face many challenges with keeping their blood glucose levels within a healthy range because they cannot manage their illness by themselves. To prevent children’s blood glucose from becoming too high or too low, parents apply different strategies to avoid risky situations. To understand how parents of children with T1D manage these risks, we conducted semi-structured interviews with children with T1D (ages 6-12) and their parents (N=41). We identified four types of strategies used by parents (i.e., educated guessing game, contingency planning, experimentation, and reaching out for help) that can be categorized according to two dimensions: 1) the cause of risk (known or unknown) and 2) the occurrence of risk (predictable or unpredictable). Based on our findings, we provide design implications for collaborative health technologies that support parents in better planning for contingencies and identifying unknown causes of risks together with their children. 
    more » « less
  2. ; ; ; ; ; (, Proceedings of the CHI Conference on Human Factors in Computing Systems)
    Mueller, Florian Floyd; Kyburz, Penny; Williamson, Julie R; Sas, Corina; Wilson, Max L; Dugas, Phoebe Toups; Shklovski, Irina (Ed.)
    Efficient Type 1 Diabetes (T1D) management necessitates comprehensive tracking of various factors that influence blood sugar levels. However, tracking health data for children with T1D poses unique challenges, as it requires the active involvement of both children and their parents. This study aims to uncover the benefits, challenges, and strategies associated with collaborative tracking for children (ages 6-12) with T1D and their parents. Over a three-week data collection probe study with 22 child-parent pairs, we found that collaborative tracking, characterized by the shared responsibility of tracking management and data provision, yielded positive outcomes for both children and their parents. Drawing from these findings, we delineate four distinct tracking approaches: child-independent, child-led, parent-led, and parent-independent. Our study offers insights for designing health technologies that empower both children and parents in learning and encourage the sharing of different perspectives through collaborative tracking. 
    more » « less
  3. (, ACM)
    As children engage with online multimedia content across different developmental stages, it is increasingly difficult for parents or caregivers to ensure children’s online safety while balancing their autonomy and privacy. Through my doctoral research, I examine if (and how) generative AI (GenAI) can function as an assistive intelligence supporting collaborative decision-making between caregivers and children to help them mediate children’s online multimedia experiences. My research seeks to determine: (1) how GenAI can support parents and caregivers in evaluating and contextualizing online multimedia content for young children (ages 0–7), and (2) how GenAI can enable collaborative content supervision between parents/caregivers and older children (ages 9–12) while respecting their privacy as children transition toward increased independence. 
    more » « less
  4. ; ; (, American Society for Engineering Education)
    Research on social, emotional, and academic development of children often notes the critical role of parents. Yet, how parents perceive and engage with children’s reactions to difficulty and perceived failure, to then shape their perspective and engagement with learning remains under investigated. The current study explored children and parents’ perceptions of and reactions to frustration and failure within an out-of-school, home-based engineering program. Specifically, we asked 1) How was failure perceived by participating families? and 2) What was the subsequent action/reaction to that failure? Data were derived from post-program interviews with children and parents who participated in a home-based, elementary engineering program involving take-home kits and self-identified engineering projects. Findings derived from descriptive qualitative methods and thematic analysis illustrated development of parent thinking around failure and frustration, both within themselves and their reactions to seeing such emotions in their children. Analysis further revealed how such emotions emerge within their children and impact their experiences. These findings shed light on ways child-parent engagement and the tactics employed by parents may influence a child’s perseverance and willingness to work through difficulty. This research represents an entry point for investigating how parents perceive and react to failures and challenges, and how these reactions shape their communication around failure with their children. Such parental reactions and communication may shape children’s mindset development, perspectives, and engagement. Implications for family engagement and influence on children’s learning through academic emotions in STEM and engineering are discussed. 
    more » « less
  5. ; ; (, ACM)
    This study examined how to design tools that build independence with Blind or Visually Impaired (BVI) children and their families. Beyond core academics, BVI children require instruction on independent living skills, with their curriculum necessitating parent-school cooperation to support continued education at home. However, most technology for BVI children focus on academics, spatial orientation, and physical mobility. In this work, we aim to design a tool for independence that aligns with existing familial structures and activities. Through interviews and diary studies with five families, we explored development practices parents used with their BVI children, parent-teacher relationships, and how a prompting and reflection tool supported family goals. This study highlights home routines and independence skills that benefit from customized prompting, how activity prompts can encourage parents to scale back their assistance and propel independence, and how reflection builds optimism and empowers parents in the learning process. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Text Encoded Conversion
  • XML
  • Save / Share this Record
  • Send to Email