1. Overview For the Presentation Prowess project, I decided to - - PDF document

¡ IT6710 ¡– ¡Creative ¡Designs ¡for ¡Instructional ¡Materials ¡ Ginger ¡Nichols ¡ Design ¡Document ¡– ¡Presentation ¡Prowess ¡

¡

November ¡15, ¡2009 ¡

• 1. Overview ¡

For the Presentation Prowess project, I decided to tell my nephew Seamus’ story using the Pecha Kucha presentation style. Seamus is 7 years old and has

• Autism. This presentation should educate the viewer about Seamus’ story as

well as a little bit about Autism in general.

• 2. Audience ¡

My husband and I walked in the Autism Speaks – Walk for Autism over the

• summer. I set up a donation website with Seamus’ story on it and sent it out to
• ur family members and friends. We plan to walk again in 2010 and I will send
• ut my presentation to the same people when I ask them for donations. The

audience consists of a wide variety of individuals. The ages of the viewers will include the twenty-somethings with whom I work right through Seamus’ grandparents who are in their 60s.

• 3. Learning ¡Objectives ¡

Viewers of this participation will gain insight into what life is like when you are an Autistic child. ¡

• 4. Problem/solution ¡

The inspiration for my presentation is a story that my sister wrote regarding Seamus’ life with Autism. I asked her to do this so people understood why we were participating in the 2009 Colorado Speaks – Walk Now for Autism and posted the story to our donation page. Autism seems to be a hot topic lately and it’s in the news a lot. It’s really great that people are aware of the world Autism and that they associate it with children, but not everyone knows how it impacts the children affected by it. Telling

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November ¡15, ¡2009 ¡ 2 ¡ Seamus’ story with pictures in the Pecha Kucha format will help people understand a little bit more about the disorder. Using the pictures of Seamus and the people who help him every day also makes it real for viewers. Seamus is a real person who lives with Autism. ¡

• 5. Evidence ¡

I sent out an email to all of our friends and family that sent them to our donation

• page. I received many replies to my email from family members who see

Seamus on a frequent basis that they didn’t really understand what Seamus and his family experienced. My cousin Kim thought that Autism just meant that Seamus had a speech delay. Eric Andrews completed one of the peer reviews of my project. I found what he had to say really interesting. What a touching presentation! I have taught a number of kids with autism but have never heard stories of their childhood; this sheds a lot of light on what it is like to find out your child if affected by autism. Thanks for sharing your story! I was surprised that Eric taught a few kids with Autism but never realized what they were like when they were small children or what their parents went through. It is impossible for teachers to be up on all learning disabilities but by reviewing my project, Eric may have more empathy when dealing with the Autistic and their families in the future.

• 6. Anecdotes ¡

I chose to tell Seamus’ story from Seamus’ point of view. I could have told it from my sister’s point of view but actually hearing how Seamus feels is more compelling than just saying things about Autistic people in general. Some of the experiences mentioned in the presentations are just assumptions on my sister’s

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November ¡15, ¡2009 ¡ 3 ¡

• part. Seamus is 7 now and I’m sure he wouldn’t recall some of the experiences

he had when he was 1 or 2. Plus he has an Autism Spectrum Disorder that impacts his communication abilities.

• 7. Format ¡

This presentation was better suited for the Pecha Kucha format rather than the music video format. I was really excited to try some of the techniques from Vernallis’ Experiencing Music Video (2004) readings for class but the more I thought about it, I don’t see where the medium was the right way to go with my

• presentation. Although I’ve seen many music videos about serious topics, I just

couldn’t figure out how to present my topic in that format. I was also inspired by the Slideshare’s Best Presentation winners and started to build my project in a manner that was similar to something like the Thirst and meet Henry slideshows referenced in the course shell. However, this just wasn’t working given the topic and my limited skills. Slide 1 is a remnant of this effort that I didn’t want to part with. The Abela worksheets reinforced my decision to go with the Pecha Kucha

• format. After completing the worksheets, it was the best way to tell this story.
• 8. Sequencing ¡

There is a sequence of events already tied to Seamus’ story. As Seamus gets

• lder, he displays more signs of Autism. The doctors, therapists, and his parents

work with him to help him deal with the disorder. Because the story is told in linear fashion, I didn’t have the opportunity to make too many sequencing decisions. Slides 1 and 2 allowed me to play with the sequence a bit. I started with some general information about Autism on slide 1. This acknowledges the fact that the viewer probability has heard some big statistic about Autism but it didn’t assign

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November ¡15, ¡2009 ¡ 4 ¡ any importance to the numbers. Then slide 2 personalizes the information. Let’s talk about that one child in 150. In this case he happens to be important because he’s my nephew, but the slide doesn’t call that out. It illustrates the fact that Seamus could be anyone’s brother, son, nephew, etc… Medina states, “The more personal an example, the more richly it becomes encoded and the more readily it is remembered (2008 p. 115). Seamus’ example is very personal to me but the viewer can also associate a personal tie to it as well thus the viewer may retain the message. Slides 1 and 2 also set up the story. Abela states that “people prefer – and are more convinced by – particular facts, information about real people, and actual photographs of things rather than illustrations” (2008, p. 58). These two slides help to illustrate that Seamus is a real person and not just a disorder. That his life is impacted by and he impacts other people’s lives as well. I think it also plays on the fact that the people who view the presentation also have relationships with people in their lives and out of all of them named in the narration, Seamus could fall into one of their relationships. My last decision around sequencing was to include the last slide about Seamus’

• future. I could have left this out completely but I thought it would be nice to have

some closure to the slideshow. Also I can re-edit it later on to ask people to contribute to Autism Speaks on his behalf when I use it for our fund raising. To some degree it does provide the learner with a resolution (Abela, 2008, p. 78). Tufte writes that content is the most important part of the presentation and I think to not provide some conclusion would leave out some of the content (Tufte, 2006, p. 134). Really my resolution may not happen for years, Seamus may not see any progression in his fight against Autism or he may become a quirky adult. I won’t know for years.

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November ¡15, ¡2009 ¡ 5 ¡

• 9. Graphics ¡

The graphics that I’d like to discuss are on slides 2 and 6, 7, and 20. The images

• n these slides all carry some significance to the viewer and the story.

For slides 2 and 6, I choose to use multiple pictures of Seamus. Slide 2 shows Seamus with various family members. Slide 6 shows multiple images of Seamus with his binki. I did this for affect. There were years when you just didn’t see Seamus without a binki hence most of the pictures I have of him from that time he has his binki in his mouth. This is an example of Tufte’s fourth principle – Integration of Evidence. The pictures support the narration as evidence that Seamus always had a binki with him. (Tufte, 2006, p. 130-131). The repetition of the images may solidify the point with the viewer. Medina mentions the importance of repetition in his book, Brain Rules. He informs us that the more one is exposed to an idea, the more likely a short-term memory will transfer into long-term memory and thus learning occurs. (Medina, 2008, p. 100) The image on Slide 7 is blurred purposely. A trip to the grocery store was very

• verwhelming for Seamus. If you think about it, there is a lot of stimulation in a

store, the music, the colors, the people, etc… If I just put a picture of a normal supermarket isle I don’t think that idea would translate very well. All of that stimulation can actually be over-stimulating to the point that none of it makes

• sense. Blurring the image was the only way I could think of conveying the
• difference. It might transport the viewer into what could be Seamus’ shoes for a

minute. When you think of a grocery store, some pretty strong images come to mind. This is because, as Medina points out, “the brain is actively deconstructing the information given to it by the eyes, pushing it through a series of filters, and then reconstructing what I thinks it sees. Or what it thinks you should see” (2008, p. 230). I blurred the image so the viewer didn’t allow the brain to immediately draw

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November ¡15, ¡2009 ¡ 6 ¡

• n its past experience to conjure up an image of “what it thinks you should see”

(Medina, 2008, p. 230). On the other hand, blurring the image may be a mistake. According to Garr Reynolds, “Presenters often include superfluous items because they are perhaps proud of their work and want to show it off, even if it really did not help support the speaker’s particular point” (2008, p. 95). Blurring an image in Photoshop doesn’t really take all that much skill. Hopefully, the image conveys my intent rather than confusing the viewer. Slide 20 contains one of my favorite pictures of Seamus. Seamus loves trains. This picture was taken on a train at Steamtown National Historic Park in Scranton, PA. My sister caught Seamus sitting in his seat, looking out the window just waiting for the train ride to start. It’s a great image to go along with the narration that basically no one knows what Seamus’ future will be. He could be thinking about where he’ll be in 20 years but I’m sure he’s just thinking about when the train is going to leave the station. Slide 20 reminds me of wabi-sabi that Garr Reynolds mentions in Presentation Zen (2008). Life with Autism can be one that is lived inside oneself. Some people on the Autism Spectrum don’t develop social skills and do live within a world of their own. Reynolds describes wabi-sabi with words like “loneliness” and “solitude” which definitely could be used to describe an Autistic person (2008, p. 109). Seamus could very well have this kind of life. This image captures a rare moment of a 7 year old sitting still and maybe just being inside his Autistic world that none of us are privy to. Seamus is looking forward out into an empty train station. His future isn’t written

• yet. There isn’t anything that says he won’t be a productive member of society.

That’s the beauty of an image; it will say different things to different people. Maybe it will be compelling enough to make people think about Autism, to want to donate to Autism Speaks or to volunteer for an Autism charity. The image sparks emotion in me and I hope it does in viewers as well. Nancy Duarte

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November ¡15, ¡2009 ¡ 7 ¡ references this impact that a photo or an image can have on the viewer she writes, “people need to be moved emotionally to act (2008, p. 78).” In my

• pinion, there is a lot of emotion in this image.
• 10. Text ¡

The Pecha Kucha presentation format is one that relies heavily on images. Therefore I tried to limit the amount of text that I used in my presentation. Slide 1 kind of breaks the Pecha Kucha rules. It’s text over an image. Abela supports this rationale when he writes, “it is a good idea to put text and visuals close together” (2008, p. 132). In this case they are very close to each other. The text on slide 1 helps to reinforce the numbers. I wanted viewers to take away the fact that a large number of people in the United States have Autism Spectrum Disorders. I eliminated as many words as I could, although the slide is all text, it reinforces the numbers in the narration. This decision is supported by Duarte on page 222 of Slide:ology. Although it’s not text in the traditional sense, I’d like to discuss the inclusion of the song in the slide show. The song was written for children with Autism by aika and is titled All He Has to Say. On the title song, I increased the volume of the song and then faded it until the closing credits. The lyrics also tell Seamus’ story since his experience is not all that different from others with the disorder. This is another example of repetition that Media mentions in The Brain Rules (2008 p.100). Plus the music may appeal to different types of learners. The verse that plays on the introduction is listed below: Where’s the link we need That piece to make it whole I need my little boy back I need what Autism stole

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November ¡15, ¡2009 ¡ 8 ¡

• (Carr, 2009)

I think those are powerful words and I imagine them coming from an Autistic boy’s mother. It really evokes emotion. This slide 3 more than the others appeals to more of the viewer’s senses. There is emotion, there is a visual aspect, there is speech and music. Including so many different stimuli is supported by Media’s “Rule #9 Stimulate more of the senses” (2008, pp. 200). Later in the same chapter Media states, “groups in multisensory environments always do better than groups in the unisensory environments. (2008, p. 208). This slide appeals to a multitude of senses. I used a total of three fonts in the presentation. On slide 3, the font that I used for Seamus’ name looks like handwriting with a crayon actually. It seemed like a good fit for a presentation about a child. The non-traditional font with the magenta color helps the viewer to determine what the presentation is about. The presentation is about Seamus. It’s not about the 1,500,000 Americans who have

• Autism. I followed the principles that Duarte covers in her book regarding the

way text and contrast can help the audience to identify the main points immediately (Duarte, 2008, p. 94-95). I would like to respectfully disagree with Abela when he writes, “do not spend any time worrying about fonts; just pick a readable one and stay with it” (2008, p. 102). I think a font can add more to the slide even if it just makes the slide more visually appealing. I wanted the look of a small child writing his name balanced with legibility and I think this font (Chalkduster) is a perfect example of what I was looking for.

• 11. Layout ¡

During the course of this class, I’ve learned a lot about layout. The number one point I will walk away with is to make my images as big as possible. Visual aids can really enhance a presentation. Making the images as large as they can be may allow viewers the opportunity to pick up on a detail that may help the viewer to recall information in the slide later on. I referenced the information that Abela

¡ ¡ IT6710 ¡– ¡Creative ¡Designs ¡for ¡Instructional ¡Materials ¡ Ginger ¡Nichols ¡ Design ¡Document ¡– ¡Presentation ¡Prowess ¡ ¡

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November ¡15, ¡2009 ¡ 9 ¡ provides on page 118 of Advanced Presentations by Design in design documents for other projects but I think it’s important with text and with images because it can be make a big difference for the learner (2008). Even Garr Reynolds stresses the importance of images in Presentation Zen. “Images are a powerful and natural way for humans to communicate” (2008, p. 132). The next principle I applied to my slides was to keep them simple. This is something that was echoed over and over in our readings. From Scott McCloud in the comic book word, “The easiest way to avoid panel to panel confusion is to JUST KEEP IT SIMPLE” (2006, p. 33). To Duarte when she writes, “Keep graphics extremely simple” (2008, p. 37). There is a lot of value in just letting the picture tell the story without making it more complicated by adding text to the image. I’m not sure if layout is the right area to address this but I think that slide transitions were very important. If I used something that was highly animated, it would have taken away from my presentation. I just chose simple fading between slides. This was an efficient way to transition to the next slide. Duarte discusses the importance transitions have when adding motion to slides (2008, p. 190-195). In this case I felt it was best to not have movement. I agree with Abela

• n this subject when he writes, “ so much of the research has sown, irrelevant

material tends to harm communication and transitions are largely irrelevant to your message” (2008, p. 104).

• 12. Measurement ¡

Measuring the success of this presentation will be difficult. It’s not the kind of thing where one would quiz viewers after they watch it. Since I plan to post this to our Autism Speaks – Walk for Autism donation page, I hope that it increases the donations that people pledge for that walk when compared to last year or that people who visit our page decide to join our team and participate in the walk.

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November ¡15, ¡2009 ¡ 10 ¡

• 13. Peer ¡review ¡results ¡

¡ My questions:

• 1. Slide four has a total of 5 pictures on it. I did this to show Seamus with his binky to

reinforce the point that he couldn't be without it. Do the multiple pictures detract from the point?

• 2. Slide five is a picture of a grocery store. I blurred the image on purpose to make the

point that the store was overwhelming to Seamus. Would it be better to show the picture not blurred?

• 3. Slide 12. Does it make sense to have a picture of a rainbow to represent the Autism

Spectrum? I was thinking that a spectrum is a range of colors which is what a rainbow is.

• 4. Slide eight. I don't have a picture of Seamus at the doctor's office. I found a picture
• f the hospital and the logo online. All of my other images are full screen. Is it just

random to have some white space around the images on this slide?

• 5. I know Pecha Kucha is uses the images to tell the story, do you think that slide 14

turns text into an image? Review from Greg Lea: Is there supposed to be audio with this? I think we are supposed to record our narration and time the slides so that you just push play and it runs automatically. If you find out that this is required, you may want to give Windows Movie Maker a try. It’s not the best application but it is easy. It looks like you included a script in the slide notes.

• 1. Slide four has a total of 5 pictures on it. I did this to show Seamus with his binky to

reinforce the point that he couldn't be without it. Do the multiple pictures detract from the point? I think the collage helps drive home the point. Can you find a fifth picture of Seamus with his binky. I think the 1 image of the binky on the white background doesn’t really go with the others. To be consistent you may consider making all of the pictures Seamus and his binky. If you had more than five that might also be very effective—kind of a hyperbole.

• 2. Slide five is a picture of a grocery store. I blurred the image on purpose to make the

point that the store was overwhelming to Seamus. Would it be better to show the picture not blurred? I think it works as is, but you may consider making your narration more descriptive of the

• image. Something like, “This is what a trip to the store looks like for me, then I get sick

and puke, sometimes right on Mommy.”

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November ¡15, ¡2009 ¡ 11 ¡ While this is not a humorous story, I think you can still insert it tastefully. For instance “puke” is funnier than “vomit.”

• 3. Slide 12. Does it make sense to have a picture of a rainbow to represent the Autism

Spectrum? I was thinking that a spectrum is a range of colors which is what a rainbow is. I am not sure the rainbow is prominent enough in the image to get the point across. Maybe if the narration focused more on the word “spectrum” it would help make the point. The letters may detract some from the image as well. The eyes are drawn to the letters instead of the image and then you really focus on the letters because you don’t know what they mean.

• 4. 4. Slide eight. I don't have a picture of Seamus at the doctor's office. I found a picture
• f the hospital and the logo online. All of my other images are full screen. Is it just

random to have some white space around the images on this slide? I think the layout you chose for this slide works very well. You have two simple images that say what you want the slide to say. However, the white background of the hospital image blends with the background of the

• slide. It may improve the slide to change the slide background or to put a border around

the hospital image.

• 5. I know Pecha Kucha is uses the images to tell the story, do you think that slide 14

turns text into an image? I think it works. Without the narration (and I don’t see a script for this slide) it is difficult to fully understand the slide, though I do get the 1:150 ratio, but only because I looked at the next two slides. If you vocalize that statistic with your narration, it may be fine as is. You may also consider putting a lot of 1:150s all over the slide. Like my previous suggestion, this would be an example of exaggeration to make a point. Or you could go the opposite direction a go with the Garr Reynolds effect and keep it really simple. You come back to Seamus in the end as a 7 year old, but I don’t feel like we resolved the

• story. What do we learn from Seamus the 7 year old? Or what do we learn about
• urselves because of Seamus?

Review from Eric Andrews: What a touching presentation! I have taught a number of kids with autism but have never heard stories of their childhood, this sheds a lot of light on what it is like to find out your child if affected by autism. Thanks for sharing your story! My feedback is below.

• 1. Slide four has a total of 5 pictures on it. I did this to show Seamus with his binky to

reinforce the point that he couldn't be without it. Do the multiple pictures detract from the point? No, I think that the use of multiple pictures reinforces this idea and that they are appropriate.

• 2. Slide five is a picture of a grocery store. I blurred the image on purpose to make the

point that the store was overwhelming to Seamus. Would it be better to show the picture not blurred? No, I like how you blurred the picture and it definitely adds to/ enhances the experience!

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November ¡15, ¡2009 ¡ 12 ¡

• 3. Slide 12. Does it make sense to have a picture of a rainbow to represent the Autism

Spectrum? I was thinking that a spectrum is a range of colors which is what a rainbow is. I like your idea of using the rainbow as a symbol of the spectrum but I don’t know if I would have gotten that from your slide alone. I don’t know how you could make it more

• bvious, if that it what you want to do, but maybe you could add some sort of

commentary to that affect being that it doesn’t seem like you will have much to read for that slide at this point. Maybe give a little more detail about what spectrum means in regards to your nephew, and that will bring out the symbolism.

• 4. Slide eight. I don't have a picture of Seamus at the doctor's office. I found a picture
• f the hospital and the logo online. All of my other images are full screen. Is it just

random to have some white space around the images on this slide? No, it does not feel random at all, the use of white space is definitely appropriate.

• 5. I know Pecha Kucha is uses the images to tell the story, do you think that slide 14

turns text into an image? Yes and no. I definitely think that you have used text to create an interesting picture but I don’t know if it really shows me that Seamus is 1/150 kids. To retain the “picture” with words you could make the picture look more like a ratio by separating the 1 out of the circular one hundred and fifty and add a slash between the two. You would still have the artistic slide with a more clear picture of him being 1/150 kids. Just a suggestion:)! Again Ginger, this is a very touching presentation, I cannot wait to see the final result! Seamus seems like a great kid! My Changes.

• 1. I removed the photo of the binki on it’s own. I put another picture of

seamus with a binki. Greg was right it was a better option.

• 2. No changes to this question as my reviewers both liked what I did with the

slide.

• 3. The rainbow slide was eliminated. I couldn’t really find a great way to go

from the Autism Spectrum to the spectrum of visible light to a rainbow. I think it was asking a lot for the viewer to go along with me on that one.

• 4. I considered Greg’s advice of putting a box around the picture of the

hospital but it became too boxy for me. I didn’t want the hospital’s logo and the hospital images have boxes around them.

• 5. Greg and Eric gave me great feedback regarding my “word art.” It didn’t

add to the presentation so I removed it from the presentation.

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¡ ¡ IT6710 ¡– ¡Creative ¡Designs ¡for ¡Instructional ¡Materials ¡ Ginger ¡Nichols ¡ Design ¡Document ¡– ¡Presentation ¡Prowess ¡ ¡

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November ¡15, ¡2009 ¡ 13 ¡

¡ Appendix ¡

¡

Worksheet ¡A.1a. ¡Audience ¡Personality ¡Type ¡

Audience ¡ ¡ Personality ¡Type ¡

Seamus’ ¡family ¡ ¡ Various ¡ Co-­‑workers ¡ ¡ Various ¡ Various ¡individuals ¡who ¡the ¡intended ¡audience ¡directs ¡to ¡the ¡Nichols-­‑ Moore ¡Walk ¡for ¡Autism ¡fund ¡raising ¡page ¡by ¡intended ¡audience ¡ members, ¡ ¡ Unknown/Various ¡ ¡ ¡ ¡ ¡

¡ ¡

Worksheet ¡A.1b. ¡Audience ¡Personality ¡Implications ¡

Presentation ¡Implications ¡ ¡Provide ¡all ¡or ¡part ¡of ¡presentation ¡in ¡advance ¡ ¡Plan ¡for ¡lots ¡of ¡discussion ¡and ¡Q&A ¡ ¡Make ¡sure ¡to ¡include ¡all ¡relevant ¡facts ¡and ¡detains ¡in ¡presentation ¡or ¡ appendix ¡ ¡Provide ¡overview ¡up-­‑front ¡ ¡Identify ¡principles, ¡costs, ¡and ¡benefits ¡ ¡State ¡implications ¡for ¡each ¡person ¡or ¡group ¡of ¡stakeholders ¡involved ¡ ¡List ¡all ¡alternatives ¡considered ¡ ¡ ¡

¡

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November ¡15, ¡2009 ¡ 14 ¡

Worksheet ¡A.2. ¡From-­‑To ¡Think-­‑Do ¡Matrix ¡

From-­‑To ¡Think-­‑Do ¡Matrix ¡ ¡ FROM ¡ TO ¡ THINK ¡ ¡ Autism ¡is ¡a ¡disorder ¡that ¡people ¡hear ¡about ¡ but ¡they ¡don’t ¡really ¡know ¡anyone ¡who ¡it ¡

• impacts. ¡

¡ ¡ Autism ¡is ¡a ¡disorder ¡that ¡many ¡people ¡ hear ¡about ¡because ¡there ¡are ¡many ¡ children ¡who ¡are ¡affected ¡by ¡this ¡disorder ¡ and ¡some ¡of ¡those ¡children ¡have ¡an ¡ indirect ¡impact ¡upon ¡the ¡learner. ¡ ¡ ¡ DO ¡ ¡ Nothing ¡ ¡ The ¡presentation ¡may ¡elicit ¡different ¡ responses ¡from ¡people: ¡ Do ¡acquire ¡more ¡knowledge ¡regarding ¡ the ¡disorder. ¡ Participate ¡in ¡fund-­‑raising ¡or ¡even ¡ involvement ¡in ¡the ¡Autism ¡awareness ¡

• movement. ¡

¡ Worksheet ¡A.3. ¡Audience ¡Problem ¡ Last ¡summer, ¡Dan ¡and ¡I ¡raised ¡$875 ¡to ¡support ¡Autism ¡Speaks. ¡ ¡To ¡beat ¡that ¡total ¡this ¡ year, ¡we ¡need ¡to ¡compel ¡individuals ¡who ¡donated ¡last ¡year ¡to ¡donate ¡again ¡and ¡those ¡ who ¡didn’t ¡donate ¡to ¡make ¡a ¡contribution ¡in ¡2010. ¡ ¡ ¡ ¡

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November ¡15, ¡2009 ¡ 15 ¡

Worksheet ¡A.4. ¡Audience ¡Problem ¡ ¡ Worksheet ¡A.5. ¡Solution ¡Evaluation ¡

¡ Evaluation ¡Criteria ¡ Option ¡1 ¡ Include ¡the ¡ presentation ¡on ¡the ¡ Walk ¡for ¡Autism ¡ donation ¡page ¡ Option ¡2 ¡ Don’t ¡upload ¡the ¡ presentation ¡to ¡the ¡ donation ¡page ¡ After ¡viewing ¡the ¡ presentation, ¡ individuals ¡will ¡be ¡ compelled ¡donate ¡to ¡ Autism ¡Speaks ¡or ¡ increase ¡their ¡ donation ¡from ¡last ¡ year ¡ Donations ¡increase ¡ from ¡$875 ¡that ¡we ¡ raised ¡last ¡year ¡ No ¡change ¡ Downside ¡risk ¡ People ¡don’t ¡notice ¡ the ¡link ¡to ¡the ¡ presentation ¡and ¡ don’t ¡see ¡it ¡ No ¡change ¡

¡

¡ ¡

¡ ¡

Help ¡recognize ¡that ¡ there ¡is ¡a ¡problem ¡ Help ¡define ¡the ¡ problem ¡ Help ¡define ¡the ¡ solution ¡space ¡ Solve ¡part ¡of ¡the ¡ problem ¡ Solve ¡the ¡whole ¡ problem ¡

¡

This ¡is ¡where ¡ my ¡project ¡ lies ¡

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November ¡15, ¡2009 ¡ 16 ¡

Worksheet ¡A.6. ¡List ¡of ¡Evidence ¡

• 1. My ¡cousin ¡who ¡didn’t ¡understand ¡Seamus’ ¡disorder ¡and ¡thought ¡he ¡just ¡had ¡a ¡

speech ¡delay. ¡ ¡I ¡tried ¡to ¡explain ¡the ¡Autism ¡Spectrum ¡but ¡she ¡didn’t ¡understand. ¡

• 2. My ¡coworkers ¡asked ¡me ¡a ¡lot ¡of ¡questions ¡about ¡Autism ¡and ¡why ¡it ¡was ¡such ¡a ¡

big ¡deal ¡in ¡the ¡media ¡now. ¡ ¡ ¡

Worksheet ¡A.7. ¡Stakeholder ¡Analysis ¡

Whose ¡help ¡will ¡we ¡ need ¡for ¡our ¡ recommendations ¡to ¡be ¡ implemented? ¡ Ginger ¡Nichols ¡and ¡Dan ¡ Moore ¡– ¡Participants ¡in ¡ the ¡Colorado ¡Autism ¡ Speaks ¡– ¡Walk ¡for ¡ Autism ¡ What ¡must ¡each ¡of ¡ them ¡think ¡or ¡do ¡for ¡our ¡ recommendations ¡to ¡be ¡ successful? ¡ Each ¡participant ¡must ¡ embed ¡or ¡add ¡a ¡link ¡to ¡ her/his ¡donation ¡ website ¡for ¡potential ¡ contributors ¡to ¡view ¡ Where ¡do ¡they ¡stand ¡on ¡ this? ¡ Both ¡participants ¡are ¡ willing ¡to ¡do ¡this ¡ What ¡do ¡we ¡need ¡to ¡do ¡ to ¡close ¡the ¡gap? ¡ We ¡need ¡to ¡find ¡a ¡ compelling ¡way ¡to ¡get ¡ individuals ¡who ¡review ¡ the ¡presentation ¡to ¡ make ¡a ¡donation. ¡ ¡Both ¡ participants ¡are ¡willing ¡ to ¡use ¡this ¡presentation ¡

¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡

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November ¡15, ¡2009 ¡ 17 ¡

Bibliography: ¡ ¡

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