Gabriela Marcu

vSked: evaluation of a system to support classroom activities for children with autism

Visual schedules--the use of symbols to represent a series of activities or steps--have been successfully used by caregivers to help children with autism to understand, structure, and predict activities in their daily lives. Building from in-depth fieldwork and participatory design sessions, we developed vSked, an interactive and collaborative visual scheduling system designed for elementary school classrooms. We evaluated vSked in situ in one autism-specific classroom over three weeks. In this paper, we present the design principles, technical solution, and results from this successful deployment. Use of vSked resulted in reductions in staff effort required to use visual supports. vSked also resulted in improvements in the perceived quality and quantity of communication and social interactions in the classroom.

The MONARCA self-assessment system: a persuasive personal monitoring system for bipolar patients

An increasing number of persuasive personal healthcare monitoring systems are being researched, designed and tested. However, most of these systems have targeted somatic diseases and few have targeted mental illness. This paper describes the MONARCA system; a persuasive personal monitoring system for bipolar patients based on an Android mobile phone. The paper describes the user-centered design process behind the system, the user experience, and the technical implementation. This system is one of the first examples of the use of mobile monitoring to support the treatment of mental illness, and we discuss lessons learned and how others can use our experience in the design of such systems for the treatment of this important, yet challenging, patient group.

Parent-driven use of wearable cameras for autism support: a field study with families

Recorded images of childrens activities can be useful to caregivers and clinicians who need behavioral evidence to support children with autism. However, image capture systems for autism are typically complex and provide only a top-down, outsiders view. In this work, we assessed the use of cameras worn by children to record the context of their activities and interactions from their perspective. We used a technology probe to explore how this simple, parent-driven system could be designed for families to adopt in their homes. We present the results of a five-week field study with five families. The system helped parents to (1) see the world from their childs eyes, (2) increase their understanding of their childs needs when their child is uncommunicative, and (3) help them encourage their childs social engagement. We discuss how these systems can be designed and used to their full potential.

Why do they still use paper?: understanding data collection and use in Autism education

Autism education programs for children collect and use large amounts of behavioral data on each student. Staff use paper almost exclusively to collect these data, despite significant problems they face in tracking student data in situ, filling out data sheets and graphs on a daily basis, and using the sheets in collaborative decision making. We conducted fieldwork to understand data collection and use in the domain of autism education to explain why current technology had not met staff needs. We found that data needs are complex and unstandardized, immediate demands of the job interfere with staff ability to collect in situ data, and existing technology for data collection is inadequate. We also identified opportunities for technology to improve sharing and use of data. We found that data sheets are idiosyncratic and not useful without human mediation; improved communication with parents could benefit childrens development; and staff are willing, and even eager, to incorporate technology. These factors explain the continued dependence on paper for data collection in this environment, and reveal opportunities for technology to support data collection and improve use of collected data.

Design and evaluation of a computer science and engineering course for middle school girls

A significant focus in the United States recently has been to increase engagement and interest in STEM curricula, particularly among girls and underrepresented minorities [3]. In this work, we take an approach to teaching and learning that supports flexibility, experimentation, and play with technology. With this approach, we aim to make STEM curricula more comfortable and engaging for all types of children and teens, with a particular emphasis on lower socio-economic status female students. We designed and tested a computing course for middle school girls, and this work resulted in three best practices: hands-on work incorporating creativity through crafts into engineering and computing, the frequent presence of an audience to motivate engagement, and engineering-focused individual roles structuring group work. Pre- and post-surveys and exit interviews revealed significant changes in attitudes and an enthusiasm for engineering projects and careers as a result of participation in the course.

Designing Gamification Technology for and with Students with Behavioral Disorders

Ubiquitous computing has previously demonstrated its ability to streamline the processes of data collection and analysis for practitioners. However, little has been said about designing technology where students with behavioral disorders are the primary users. In this position paper, we use previous research to identify the need for students with behavioral disorders to be more involved with their data and the potential positive outcomes that could arise with their involvement. We present our first iteration of a human-centered design process for creating Tadpole, an interactive digital media experience designed for students with behavioral disorders. This platform enables students and their guardians to interact with and monitor their behavioral progress in the classroom through data driven incentives in the form of interactive visuals and avatar features. As a second iteration design, we present our research proposal to involve students with behavioral disorders in the design process. We reflect on the challenges we face in designing with this population.

Bounce: Designing a Physical Activity Intervention for Breast Cancer Survivors

The pervasive use of personal mobile devices provides an advantage for the delivery of a behavioral intervention anywhere and anytime. However, behavioral outcomes are dependent on adoption and sustained use of mobile-based interventions. Design approaches for engagement and feasibility of use in everyday life have been studied among the general population, especially to promote physical activity. In this paper, we discuss a design process that addresses additional barriers to adoption when the target population has symptoms, limitations, or needs resulting from a specific health condition. We designed a smartphone-based physical activity intervention for breast cancer survivors by combining behavior change theory with empirical evidence. In a preliminary evaluation, participants found the application engaging and useful, and continued to use the application briefly after the evaluation ended. We illustrate how our design process was used, and could be applied to other specific health conditions.

Co-Designing a Classroom Display to Support Behavior Management Plans

The paradigm of ubiquitous computing has the potential to enhance classroom behavior management. In this work, we used an action research approach to examine the use of a tablet-based behavioral data collection system by school practitioners, and co-design an interface for displaying the behavioral data to their students. We present a wall-mounted display prototype and discuss its potential for supplementing existing classroom behavior management practices. We found that wall-mounted displays could help school practitioners to provide a wider range of behavioral reinforces and deliver specific and immediate feedback to students.

The Role of Reflection and Context in Medication Adherence Tracking for People Living with HIV

It can be difficult to take time to reflect on healthy habits and goals. For those living with HIV, it is particularly important to have the opportunity to understand when and how their bodies are reacting to certain medications. In this work, we explore how a medication adherence application could help adults with HIV to reflect on their medication tracking behaviors in a way that promotes adherence. We present qualitative data collected through an early design stage activity by means of the Asynchronous Remote Communities (ARC) method, and a survey measuring attitudes toward a prototype application. We discuss two design implications for medication adherence applications: enabling users to record qualitative data that gives context to adherence data, and providing more visual support for reflection on daily medication behaviors.

Collecting and Managing Data in Public Health Research on Autism

Significant efforts in the CHI community have focused on supporting autism research through intervention-based work. For example, applications of mobile systems, therapeutic games, gesture-based interaction, and capture and access have been studied in the context of therapy, care, and interventions for individuals with autism spectrum disorders. In this paper, we discuss how HCI can support population-focused strategies, or a public health approach, to autism research. Public health research is focused on collecting and managing large amounts of data at the population level in order to understand aspects of autism such as early detection, lifespan outcomes, and risk factors. We discuss a research agenda for HCI that involves opportunities for innovative multidisciplinary autism research at the population level rather than the individual level.