Introducing FAMe™: Preliminary Results Suggest Positive Impact on Anxiety in Autistic Pupils
Designed by the author to provide mainstream secondary teachers with individualised information about the support needs of their autistic pupils, the Facts About Me (FAMe™) System was trialled in three Sheffield schools over the summer term of 2016. Autistic pupils were interviewed, pre- and post-system implementation, generating a wealth of qualitative data. Three concise ‘facts’ (FAMe™ information), about the learning and/or support needs of each pupil, were generated by pupils during the initial interviews and entered into the system. Pupil well-being was measured using validated self-report scales. Preliminary analysis of the pre- and post- FAMe™ quantitative self-report data, suggests participating autistic pupils experienced a significant decrease in their in-class and general anxiety levels when their teachers used the FAMe™ System. This decrease in anxiety scores is supported by the qualitative data gathered in post-FAMe™ pupil interviews. Teachers’ views of the system were sought via online questionnaire and the following were reported as ‘yes’ or ‘somewhat’: access to pupil FAMe™ information was quick and straightforward (88%); the FAMe™ System provided information that was not already known to them (74%); pupils’ FAMe™ information informed their classroom practice (67%); and a change in FAMe™ pupils’ behaviour and/or learning was witnessed (70%). This presentation focuses on these preliminary findings and summarises the direction of the continuing data analysis.
[Photo credit: flickr photo by photosteve101 https://flickr.com/photos/42931449@N07/5397530925 shared under a Creative Commons (BY) license]