UX Research Portfolio

Case Study Example: Sam’s Experience

The following is an example of the type of healthcare user problems I helped solve. “Sam” was a 7 year old who had 2 specific behavioral problems that needed solving.

Goal:

Myself and a team of 3 other researchers were selected to provide consistency during this applied / conclusive research trial. A preference assessment was conducted to find the function of his behavior (Fx of Bx) which was applied to his treatment plan (Tx plan). This design became the product (i.e. care) we provided to the user (i.e. patient) in hopes of finding more functional behaviors to streamline their task of interacting with society appropriately. Along the way, I identified a user experience problem and presented my findings with an actionable solution that was centered around Sam, and helped meet the objective of the team.

Approach:

Dr. Pat

  1. Design original product (Tx plan) to address users’ need

  2. Prompt Sam during the public outings

  3. Play goalie/ put things back that Sam picked up and moved around the store during the public outing

  4. Adjust plan

Abbey (Researcher)

  1. Conduct the in-person pilot sessions independently

  2. Gather data via frequency recording, and observe from the point of view of the subject, to develop a deep understanding for their experience

  3. Take contextual notes / observe

  4. Research / report detailed insights into users’ unmet needs and friction points throughout the complex system

Pages 1-2

Pages 3-4

Findings:

While making inferences about the problem, I understood that for Sam, having to leave the room to get access to a sensory stimuli via the concept of ‘lunch time’ was not effective because it was not as concrete as being presented with a visual cue like a gummy snack. This is why providing more visual reminders was the effective solution that mirrored part 1 of the Tx plan.

Personally, I also prefer providing positive feedback as often as possible because statistically, it enforces behavior better than negative feedback mechanisms. With the picture, I was able to give more frequent positive feedback by pointing to the card and showing him a thumbs up during the transition. It also helped refocus him during moments of distraction. It was laminated and sent home with him and used at his school. Because of its effectiveness, this became a benchmark on the unit, and people frequently drew pictures to add to plans, personalizing the user’s experience with their unique needs in mind.

“Romani, P. W., Donaldson, A. M., Ager, A. J., Peaslee, J., & Garden, S. M. Assessment and treatment of aggression during public outings. Education and Treatment of Children.”