CareLog

Hayes, Gillian R.; Gardere, L.; Abowd, Gregory D.; Truong, Khai N.

doi:10.1145/1357054.1357164

Cited by 60 publications

(8 citation statements)

References 10 publications

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“…This finding is worrisome because timely and accurate data collection and reporting are critical for treatment decision-making, client safety (eg, medication administration), communication across stakeholders (eg, other DSPs, professionals, the family), and funder payment [ 12 ]. The concerns expressed by our participants are consistent with those of special education teachers, who face a high burden of manual data entry to accurately identify antecedents and consequences of behavior while simultaneously interacting with students [ 26 ].…”

Section: Discussionmentioning

confidence: 62%

“…Research conducted with special education teachers serving students with behavioral challenges explored the use of automated video and audio capture, with selective user archiving via a button press. The results indicated that the CareLog system, which offered these features, made it easier for teachers to collect in-the-moment data, and it was preferred to pencil-and-paper data collection, despite needing to watch and analyze video clips at a later time [ 26 ].…”

Section: Introductionmentioning

confidence: 99%

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Direct Support Professionals’ Perspectives on Using Technology to Help Support Adults With Autism Spectrum Disorder: Mixed Methods Study

Simmons¹,

Moretti²,

Lobo³

et al. 2023

JMIR Form Res

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Background Documentation is a critical responsibility for direct support professionals (DSPs) who work with adults with autism spectrum disorder (ASD); however, it contributes significantly to their workload. Targeted efforts must be made to mitigate the burden of necessary data collection and documentation, which contributes to high DSP turnover rates and poor job satisfaction. Objective This mixed methods study aimed to explore how technology could assist DSPs who work with adults with ASD and prioritize aspects of technology that would be most useful for future development efforts. Methods In the first study, 15 DSPs who worked with adults with ASD participated in 1 of the 3 online focus groups. The topics included daily tasks, factors that would influence the adoption of technology, and how DSPs would like to interact with technologies to provide information about their clients. Responses were thematically analyzed across focus groups and ranked by salience. In the second study, 153 DSPs across the United States rated the usefulness of technology features and data entry methods and provided qualitative responses on their concerns regarding the use of technology for data collection and documentation. Quantitative responses were ranked based on their usefulness across participants, and rank-order correlations were calculated between different work settings and age groups. The qualitative responses were thematically analyzed. Results In study 1, participants described difficulties with paper-and-pencil data collection, noted benefits and concerns about using technology instead, identified benefits and concerns about particular technology features, and specified work-environment factors that impact data collection. In study 2, participants rated multiple features of technology as useful, with the highest usefulness percentages endorsed for task views (ie, by shift, client, and DSP), logging completed tasks, and setting reminders for specific tasks. Participants also rated most data entry methods (eg, typing on a phone or tablet, typing on a keyboard, and choosing from options on a touch screen) as useful. Rank-order correlations indicated that the usefulness of technology features and data entry methods differed across work settings and age groups. Across both studies, DSPs cited some concerns with technology, such as confidentiality, reliability and accuracy, complexity and efficiency, and data loss from technology failure. Conclusions Understanding the challenges faced by DSPs who work with adults with ASD, and their thoughts about using technology to meet those challenges, represents an essential first step toward developing technology solutions that can increase DSPs’ effectiveness and job satisfaction. The survey results indicate that technology innovations should incorporate multiple features to account for different needs across DSPs, settings, and age groups. Future research should explore barriers to adopting data collection and documentation tools and elicit input from agency directors, families, and others interested in reviewing data about adults with ASD.

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Section: Discussionmentioning

confidence: 62%

Section: Introductionmentioning

confidence: 99%

Direct Support Professionals’ Perspectives on Using Technology to Help Support Adults With Autism Spectrum Disorder: Mixed Methods Study

Simmons¹,

Moretti²,

Lobo³

et al. 2023

JMIR Form Res

View full text Add to dashboard Cite

show abstract

“…In addition, children with special needs often struggle to communicate about even the most basic of things. For children who cannot talk and communicate with ease educational communicative tools can enable them to get their needs met, to socialize, and learn [17]. According to another study, Mocotos, a new class of mobile communications tools for children with special needs includes a portable device not much larger than popular cell phones and both children and adults can use the mobile screen on the device for interaction activities.…”

Section: Mobile Learning For Children Who Face Literacy Difficultiesmentioning

confidence: 99%

Mobile Learning for Special Preschool Education

Drigas

Kokkalia

2016

Int. J. Interact. Mob. Technol.

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Nowadays the development of the Mobile Learning (ML) in children’s progress is thought significant. However, its role in special preschool education is recognized crucial, as it is a tool that can foster the knowledge and the experiences for this sensitive age. The support of specific areas in preschool education according to the educational perspective is thought significant with the maintenance of the mobile applications. In this paper we present a brief overview of the most representative studies of the last decade (2005-2015), which concentrates on skills that are examined in special kindergarten (early literacy, early mathematics, cognitive, social-emotional) and are supported by the mobile learning. The effectiveness of mobile applications in children who are autistic and face attention deficit problems is examined. The role of mobile learning in preschool children who face mental problems is also investigated.

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“…As a system, it facilitates the sharing and analysis of video-data at a distance via Behavior Connect, a secure web-based facility that enables interactive sharing of visual data. Limited research has demonstrated the value of using Behavior Capture in schools to enhance the accuracy of direct observations when determining the function of an inappropriate behaviour, as well as reducing the time and stress involved in the process (Hayes, Gardere, Abowd, & Truong, 2008). However, further research is required to assess the utility and feasibility of these tools in the process of conducting FBAs in schools.…”

mentioning

confidence: 99%

Conducting a Function-Based Intervention in a School Setting to Reduce Inappropriate Behaviour of a Child With Autism

et al. 2014

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Although function-based interventions have been shown to be effective, the methods utilised to carry out functional behaviour assessments (FBA) have practical limitations. This study explored the relative utility and feasibility of three FBA methods in a school setting to inform a function-based intervention to reduce problem behaviour in a boy with autism. The study consisted of (1) indirect and direct assessments, (2) a modified functional analysis, and (3) the intervention. New video technology, Behavior Capture, was trialled to facilitate data collection in the classroom. All methods contributed to identifying the function of the problematic behaviour, though only the functional analysis provided conclusive results. A peer-mediated intervention based on these findings conducted in the school playground reduced the problem behaviours. All FBA methods could be applied in the school setting and provided useful information. Novel technology was helpful in facilitating data collection. A naturalistic intervention was successful in reducing problem behaviours and increasing play skills.

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CareLog

Cited by 60 publications

References 10 publications

Direct Support Professionals’ Perspectives on Using Technology to Help Support Adults With Autism Spectrum Disorder: Mixed Methods Study

Direct Support Professionals’ Perspectives on Using Technology to Help Support Adults With Autism Spectrum Disorder: Mixed Methods Study

Mobile Learning for Special Preschool Education

Conducting a Function-Based Intervention in a School Setting to Reduce Inappropriate Behaviour of a Child With Autism

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