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Change is an inevitable part of a parent's role, whether due to their child's development, family life, or external events. To understand the information needs of parents navigating change, we studied the effects of the COVID-19 pandemic as a widely experienced disruption in the lives of parents and children. We interviewed 16 parents about their caregiving experience as the COVID-19 pandemic collapsed boundaries between home, school, and work. In particular, we asked about adjustments to behavioral care, or the social learning, supports, and interventions through which children develop social and emotional skills. We focused on parents of children already receiving accommodations and behavioral support from their school, to understand how disruptions in these services affected the role of the parent in meeting their child's individual needs. Applying role theory and the Kübler-Ross change curve, we describe the coping mechanisms that parents used to navigate the stages of change, as well as the information needs that remained unmet, despite their efforts. We discuss how practitioner-initiated and parent-centered supports can be designed around the lived experience of change, by accommodating a parent's capacity to accept and use help at different stages. 

The goal of this study was to examine the work practices of behavioral health professionals with a view towards designing interactive systems to support their work. We conducted a qualitative workplace study, including in situ observations and semi-structured interviews, in a multidisciplinary clinic treating pediatric feeding disorders. This paper contributes a detailed characterization of clinicians' work practices and conducts a comparative analysis of three types of work: treatment, record management, and preparation work. We found that clinicians have a preference for taxing over tedious work. For example, they experience real-time data collection as more taxing but less tedious than retroactive data entry. Design efforts should balance the tension between addressing the taxing (data collection during meals) versus the tedious (manually entering data into spreadsheets). Although addressing the taxing improves within-routine efficiency, addressing the tedious improves overall morale. Further, we hypothesize that there is a rewarding or unrewarding quality to work that is dictated in part by its social, temporal, and clinical characteristics. We discuss conceptual and design implications for supporting clinical work, and highlight considerations unique to behavioral health. 

Today, teachers have been increasingly relying on data-driven technologies to track and monitor student behavior data for classroom management. Drawing insights from interviews with 20 K--8 teachers, in this paper we unpack how teachers enacted both care and control through their data work in collecting, interpreting, and using student behavior data. In this process, teachers found themselves subject to surveilling gazes from parents, school administrators, and students. As a result, teachers had to manipulate the student behavior data to navigate the balance between presenting a professional image to surveillants and enacting care/control that they deemed appropriate. In this paper we locate two nuanced forms of teachers' data work that have been under-studied in CSCW: (1) data work as recontextualizing meanings and (2) data work as resisting surveillance. We discuss teachers' struggle over (in)visibility and their negotiation of autonomy and subjectivity in these two forms of data work. We highlight the importance of foregrounding and making space for informal data workers' (in our case, teachers') resistance and negotiation of autonomy in light of datafication. 

Abstract Taking an action research approach, we engaged in fieldwork with school-based behavioral health care teams to: observe record keeping practices, design and deploy a prototype system addressing key challenges, and reflect on its use. We describe the challenges of capturing behavioral data using both paper and electronic records. Creating records of behaviors requires direct observation, and as a result the record keeping responsibility is challenging to distribute across a care team. Behavioral data on paper must be transferred and prepared for reporting, both inside the organization and to stakeholders outside of the organization. In prototyping a computerized working record, we targeted user needs for capturing details of a behavioral incident in the moment. Challenges persisted through the transition from paper to our prototype, and based on these empirical findings over two years of fieldwork, we present five tensions in representing behavioral data in an electronic health record. These tensions reflect the differences between entering behavioral data into the record for intraorganizational use versus interorganizational use.