Estimates of Social Contact in a Middle School Based on Self-Report and Wireless Sensor Data.
Estimates of Social Contact in a Middle School Based on Self-Report and Wireless Sensor Data.
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DOI：
10.1371/journal.pone.0153690
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发表时间：
2016
期刊：
影响因子：
3.7
通讯作者：
Samore M
中科院分区：
文献类型：
--
作者：
Leecaster M;Toth DJ;Pettey WB;Rainey JJ;Gao H;Uzicanin A;Samore M
用于传染病传播模型和了解社会模式的儿童接触估计数历来依赖于自我报告日志。最近，无线传感器技术已经能够对近端接触进行客观测量，并对两种方法的数据进行比较。这些研究大多是小规模的研究，在了解接触和混合模式以及数据收集方法的利弊方面仍然存在知识差距。我们从一所中学收集了7年级和8年级的接触数据，使用自我报告的接触日志和无线传感器。这些数据与学校内具有独特姓名首字母、性别和年级的学生相关联。本文介绍了两种方法来表征学校接触网络，无线接近传感器和自我报告日志的比较结果。考虑到不完整的捕获和缺乏参与，我们估计，“传感器可检测”，近端接触时间超过20秒，在午餐和上课时间发生的频率比“自我报告”的谈话/触摸接触高2倍。总体而言，55%的估计的通话-触摸接触也是传感器可检测的，而只有15%的估计的传感器可检测的接触也是通话-触摸的。由传感器检测到的接触以及自我报告日志中的接触的平均持续时间比仅由传感器检测到的接触的平均持续时间更长（6.3 vs 2.4分钟）。在午餐和上课时间，传感器可检测的接触表现出显着低于性别和年级的重复性比说话触摸接触。走廊接触，这是确定只有通过接近传感器，其特点是非常高的程度和短的时间。我们的结论是，使用无线传感器和自我报告日志提供互补的洞察力在学校的混合模式和接触频率。
Estimates of contact among children, used for infectious disease transmission models and understanding social patterns, historically rely on self-report logs. Recently, wireless sensor technology has enabled objective measurement of proximal contact and comparison of data from the two methods. These are mostly small-scale studies, and knowledge gaps remain in understanding contact and mixing patterns and also in the advantages and disadvantages of data collection methods. We collected contact data from a middle school, with 7th and 8th grades, for one day using self-report contact logs and wireless sensors. The data were linked for students with unique initials, gender, and grade within the school. This paper presents the results of a comparison of two approaches to characterize school contact networks, wireless proximity sensors and self-report logs. Accounting for incomplete capture and lack of participation, we estimate that “sensor-detectable”, proximal contacts longer than 20 seconds during lunch and class-time occurred at 2 fold higher frequency than “self-reportable” talk/touch contacts. Overall, 55% of estimated talk-touch contacts were also sensor-detectable whereas only 15% of estimated sensor-detectable contacts were also talk-touch. Contacts detected by sensors and also in self-report logs had longer mean duration than contacts detected only by sensors (6.3 vs 2.4 minutes). During both lunch and class-time, sensor-detectable contacts demonstrated substantially less gender and grade assortativity than talk-touch contacts. Hallway contacts, which were ascertainable only by proximity sensors, were characterized by extremely high degree and short duration. We conclude that the use of wireless sensors and self-report logs provide complementary insight on in-school mixing patterns and contact frequency.