Breakdowns in Home-School Collaboration for Behavioral Intervention
Breakdowns in Home-School Collaboration for Behavioral Intervention
复制标题
行为干预的家庭与学校合作的崩溃
DOI：
10.1145/3290605.3300891
复制
发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Laura R. Pina
中科院分区：
文献类型：
--
作者：
Gabriela Marcu;A. Spiller;Jonathan Arevalo Garay;J. Connell;Laura R. Pina
对于一些儿童来说，行为健康服务对于支持他们的发展以及预防诸如辍学、药物滥用或与少年司法系统产生关联等不良后果至关重要。学校在识别问题行为和提供适当干预方面发挥着重要作用，并且当与家长在家中协作实施这些措施时，效果最为显著。然而，家校协作很难实现。在这项工作中，我们通过一项包括观察、情境调查和访谈在内的定性研究，将信息共享的缺失作为协作的障碍进行了调查。我们发现，学校记录行为的政策、流程和工具在实施过程中，没有充分考虑与家长交换信息。因此，缺乏有效的双向信息共享往往会阻碍协作并削弱信任。结合我们的实证研究结果以及基于证据的家长参与策略，我们探讨了促进协作以实现儿童积极行为结果的设计机会。
For some children, behavioral health services are critical in supporting their development and preventing adverse outcomes such as school dropout, substance use, or encounters with juvenile justice. Schools play an important role in identifying problem behavior and providing appropriate intervention, and these efforts are most effective when executed in collaboration with parents at home. However, home-school collaboration is difficult to achieve. In this work, we investigated lack of information sharing as a barrier to collaboration, through a qualitative study including observation, contextual inquiry, and interviews. We found that policies, processes, and tools for documenting behaviors in schools are implemented without significant consideration toward exchanging information with parents. Consequently, a lack of effective two-way information sharing tended to hinder collaboration and erode trust. Combining our empirical findings with evidence-based strategies for parent involvement, we discuss design opportunities for promoting collaboration toward positive behavioral outcomes for children.