Why do they still use paper?

Abstract

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 children's 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.

Assessments and Interventions to Address Challenging Behavior in Individuals with Intellectual Disability and Autism Spectrum Disorder in Japan: A Consolidated Review

“…For this reason, multiple staff members working in welfare facilities who attend to the same patient will be required to use the same device. Indeed, Marcu et al 85 have attributed the superiority of technology as a recording method to the ease of sharing, utilization, and dissemination of information. Staff members who choose to record their observations using the application benefit from the fact that it can automatically display the entered information as a graph; however, such possibilities may be hindered by difficulties associated with cooperative input of recordings among staff members.…”

Time to reflect

“…In prior work within the context of behavioral and mental heath services, we found an overreliance on paper-based records, and problems with adopting and incorporating HIT [24]. We were surprised by the use of paper records, despite their inadequacy for collaborative reflection [23].…”

“…The traits that enable organizations to be adaptive and malleable in order to meet the needs of the people it serves are also traits that make technology generally unavailable or problematic for supporting these services. Marcu et al's [24] study of the persistence of paper-based records in special education provided empirical evidence of the challenges of incorporating technology in these types of organizations.…”

A Pilot Study Investigating the Use of Mobile Technology for Coordinating Educational Plans in Inclusive Settings

“…To acknowledge this concern, the design of the app maintained the fundamental methods of collecting and sharing data by following the structure of current IEP plans, maintaining all the naming conventions the teachers and therapists are used to, and allowing teachers to choose their preferred interface language. Matching user interfaces to the design of old tools eases the transition from conventional to digital tools and increases system usability (Marcu et al, 2013). Figure 3B shows the main page of the application.…”