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Abstract
This study examined the views of high school students on autism and how their thoughts affected
the possibility of their participation in a social activity with an autistic peer. The impact of the video
shown to the class was investigated through questions about how the students‟ thoughts had changed as
well as whether or not new information was gained. Two groups of students in grades ten through twelve
were surveyed in their Psychology classes. They were first given a “pre survey” to see what they knew
about autism. The video was then shown, followed by a “post survey” to see what knowledge was gained
and how the video changed their views. Students in both classes showed that they learned information
about autism and were more likely to participate in a social activity with an autistic peer after the video
was shown. Further study could be conducted on what age proves to be more sympathetic, and if gender
has an effect.
Keywords: Autism, peers, views, high school, society
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Views of High School Students on Autism:
Can an Educational Intervention make a Difference?
Introduction
Dinosaurs and Star Wars. Those were the only things on Jeffery‟s mind. He‟s not five years old.
Not six. He‟s ten. The other little boys in his classroom are more focused on sports and making friends.
Ten year old boys are social beings. They need to make friends, be silly, get scraped up, collect bugs,
cover themselves in mud, and play Evel Knievel. Little boys aren‟t typically concerned with how their
peers think or act around them; it should be a simple concept of friend or foe. But Jeffery doesn‟t have
many friends and he doesn‟t like to be social. Jeffery tends to stay at home with his mother and siblings,
avoiding as much outside contact as possible. He suffers from a mental disorder called autism. The
students in Jeffery‟s classroom like to make fun of him; they call him stupid and treat him as if he actually
does have “cooties”. If Jeffery is going through this at ten years of age, imagine what obstacles and
torment face him at fifteen as he enters high school. High school is a tough time for typically developing
teens, let alone a teen with autism.
High school students are at a point in their lives when their peers have a greater impact on them
than their parents (Slavin, 83). When one peer finds humor in making fun of another student with a
disability, more peers join in order to feel accepted. High school students suffering from autism are often
thought of and treated differently than other students in the classroom. The things that are said toward an
autistic student can have a greater impact on the child than a small emotional wound. The child could take
the unkind words to heart and become unable to actively function in public. Perhaps a normally
functioning student was talking to an autistic child and said that something was “stupid” or “dumb”. The
autistic child could take that comment and apply it to him/herself rather than the original topic. According
to Lopez-Duran, “there is a general consensus that most children with autism have difficulty recognizing
emotional expressions, especially in non-verbal contexts.” (1)
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Research has demonstrated that children with various disorders are often confronted with
negative attitudes from their peers (Swaim, Morgan 195). When students are faced with these negative
attitudes, they tend to shy away from activities involving their peers. High school students are an
interesting group to study because they have their own social circles and cliques. These little groups have
their own sets of rules which all members tend to follow, regardless of how harmful the rules may be.
Children with autism don‟t seem to fall into a group or clique. Instead, they steer clear of anyone that
could possibly make them feel uncomfortable. Cambridge, Kasari, and Rotheram-Fuller explain, “to
understand how a child with autism functions in a social environment, it is crucial to establish an effective
method for describing the set of social opportunities and restrictions offered by that environment (230).”
This means that the environment for autistic students needs scoped out to make sure it is suitable for the
student, the social activities need to be taken into account, and the connections between students must be
addressed. In this study, I plan to shed some light on how the thoughts and treatment of high school peers
affect a student suffering from autism.
Participants in this study were high school students in a psychology class, ranging in age from 16
to 18 years. The students were asked to answer questions and evaluate a few thoughts and misconceptions
they had heard or actually believed. The students then watched a video showing a high school child of
approximately the same age in a classroom setting, exhibiting typical autistic behaviors. At the end of the
video, the students were then asked to state their thoughts about autism and answer a few questions about
how they would react in certain situations involving an autistic student. The participants in the study were
informed that the information obtained via surveys would be completely anonymous. This will be
significant in my research because I believe it will make the answers to the questions more truthful and
honest.
Literature Review
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High school students tend to have negative views and misconceptions about their peers
that suffer from autism. There have been many studies that have explored the idea of how
children view their peers with disabilities, some even going into detail with how their thoughts
actually affect the disabled student (Bauminger, Shulman, Agam; 233 : Chamberlain, Kasari,
Rotherann, 489). A major part of how a child interacts with his or her social environment
depends on how he or she is viewed and treated by classmates. Children who suffer from autism
reported that they experience more loneliness than their peers (Chamberlain, Kasri, Rotherann,
489). The fact that the peers of students with autism have so much influence over them is typical
for the age; high school students look at peers for models, rather than adults (Jones, Schwartz,
192). Since modeling is so effective to show autistic students how to behave, it is also important
that they have someone tutor them in school. According to Val Jones, it doesn‟t only help the
autistic student to learn and gain social experience, but working with an autistic peer on a
homework assignment is also valuable for the tutor (6-7).
Many studies have been done with children aged from three to six years; however there
isn‟t much information or research on high school students or their peers with autism. For
example, Kalyva and Avramidis performed a research study in which the children ranged in age
from three to four (234) and Sawyer, Luiselli, Ricciardi and Gower used participants that were
mere preschool students (1). I believe that these studies are effective, but that it might be even
more beneficial to study high school aged students because it appears as if age has some
influence over opinions and views. In Swaim and Morgan‟s study about brief educational
intervention, they found that “older children generally gave significantly less positive scores for
all activities for the child in both autism conditions than for the child presented without autistic
symptoms (204).”
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Isolation and loneliness may occur in an autistic student because a typically developing
high school student may have different or negative views about him or her. According to Slavin,
adolescents who have satisfying and harmonious friendships also report higher levels of self-
esteem, are less lonely, have more mature social skills, and do better in school than do
adolescents who lack supportive friendships (82). An autistic child tends not to initiate contact
with a peer, but with the teacher (Bauminger, Shulman, Agam, 491). It is harder for a student
with autism to be accepted into a peer group than it is to be accepted by a teacher or another
authoritative adult. Students with autism tend to lean more toward someone that reminds them of
a guardian or someone that they can trust; the child must feel like they can go to that adult when
they are being tormented or teased. It is important that people, both young and old, be educated
about this topic because there is a chance that then people will be more tolerant of disabilities in
general, not merely autism. “Before an autistic child sets foot in a classroom, the teacher should
talk with the students about autism. Most kids embrace the differences in each other. It isn't until
later, mainly in Junior High and High School, that differences may become unacceptable.”
(Teague, “Integrating Autistic…”)
I believe the study conducted by Swaim and Morgan is one that will greatly help me
shape my personal research and methods. Their study was focused on the thoughts and feelings
of the peers of an autistic student. Swaim and Morgan presented their results in a way that made
sense and it was helpful because it explained how the results were to be interpreted: “Our finding
that information had no positive impact on either attitudes or behavioral intentions should be
interpreted in light of the fact that the information was brief and presented through video (204)”.
This explains how their results were impacted by their actual study. Swaim and Morgan thought
that an “intervention” would prove to raise awareness and improve the views of the peers; while
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in some cases it did prove helpful, most remained the same. They believe it was because the
intervention and information was brief and not as detailed as it could have been to explain what
was going on in the film.
Methods
I modeled my study after Swaim and Morgan‟s 2001 research study involving children‟s views
on autism and educational intervention. My study differs in that I used high school students instead of
third and sixth graders, and used surveys before and after video education.
Participants
Participants in this study were 42 students (ranging in grade from tenth through twelfth) in two
Introduction to Psychology courses in a high school in my hometown. These students are in middle class
socioeconomic status from a small suburban town. Students were recruited through the high school
principal and the psychology teacher. The students were informed that I was conducting research for a
college course; however the exact reason as to what the study was about was left out until the end, as to
prevent possible bias. I wanted to obtain honest results from a range of students; therefore the students in
the class had varying amounts of knowledge about autism.
The sample of students consisted of 16 boys (38.1%) and 26 girls (61.9%). The racial distribution
was 100% white. Participants were surveyed in the same classroom in which they learned and were not
separated by gender or race.
Procedure
The children were first given a verbal explanation of the study by the researcher. The instructions
were as follows:
You are going to be given a short questionnaire that concerns your general thoughts and
knowledge about autism. This questionnaire does not require your name, and it will remain anonymous;
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however it would be helpful if you circle your grade level and gender. There is no right or wrong answer
to these questions; your opinion and thoughts are what matter. Please answer the questions honestly. If
there is a question you don’t want to answer, feel free to leave it blank. If you do not wish to be a part of
this study, please circle your gender and grade level and turn your questionnaire upside down on your
desk. When you are finished with the questionnaire, please place it face down on your desk. Are there any
questions?
Directions were elaborated upon when necessary to ensure that the students understood what was
asked of them. The students were then given the questionnaire and asked to complete it. Once finished,
the forms were collected and placed inside an envelope marked “1” and sealed.
The students were then given these oral directions:
Now that the first questionnaire is complete, I am going to show you a short 7minute video on
Autism. This video is available on YouTube. It provides information on autism, as well as giving an actual
example of how a real child with autism functions and behaves.
After the video was shown to the class, more verbal instruction was given.
Now that you have a bit more information about autism, for example, what it is, and how
it affects behavior, another questionnaire will be handed out. These questions are similar to the
ones on the first questionnaire you were given, however some of the wording is different. These
questions should be answered honestly. Please circle your gender and grade level. If you did not
complete the first questionnaire, this one must be left blank as well. When you are finished,
please flip the paper over on your desk. Are there any questions?
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When the oral direction was complete, the second round of questionnaires were handed
out. When the students had finished filling them out, the questionnaires were collected and
placed into a second envelope marked “2” and sealed.
Measures
The questionnaires were given both before and after the video on autism was shown to
the students. The first questionnaire consisted of questions concerning the students‟ general
knowledge of autism, for example, knowing someone that was diagnosed with autism and if they
were a family member, friend, etc and what the student‟s personal definition of autism was.
Some questions were multiple choice, while a few were open ended. The first questionnaire also
had questions about what the students may have heard from the media, another person, or
another source. All questions were opinion based. There were no right or wrong answers to the
questions.
The second questionnaire, which was given after the video on autism was shown, had
similar questions. The questions about gender and grade level stayed the same, as did some of
the questions, such as whether or not the student would engage in social activity with an autistic
peer and if they (the student) thought that they might be treated differently by others for doing
so. However, some of the questions pertained to knowledge gained from the video and whether
or not the video/information had changed the students‟ views. There were no right or wrong
answers to these questions; all were strictly opinion based. The questionnaires are located in
Appendices A and B of the paper.
Results
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Students in both second and fifth period were given two surveys, a pre-educational intervention
survey and a post-educational intervention survey.
For a list of questions, please see Appendix A. When the first question, “Please explain your
understanding of what autism is” was asked to second period, 17 students (88.5%) answered the question,
while the remaining 2 people (10.5%) did not. The answers ranged from a short definition consisting of a
few words to a sentence or two. When asked to the fifth period class, 22 (95.7%) students answered the
question with a short response, while only one (4.3%) student left it blank. The students responded with
answers such as “ it‟s a genetic disorder” and “vaccines cause autism,” as well as statements that they had
gathered from Autism Speaks billboards.
Question four asked to briefly explain anything about autism that the student may have heard
from another person, media source, etc. Fifteen (78.9%) students in second period responded with
answers that varied and included responses about billboards and intelligence level. Four (21.1%) students
left this question blank. In fifth period, 17 (74%) students said that they had heard about autism from the
Autism Speaks commercials and billboards, as well as movies such as Rainman. They explained some of
what they heard, such as being a lifelong disease, diagnosed young, and different forms. Six (26%)
students did not answer this question. The reason these results are given in paragraph form is because
these results are open ended questions based on knowledge and opinion and therefore cannot be
measured in the same way that closed questions are measured.
Discussion
In this section, I will discuss the results of my study in depth, as well as analyze what I have
found.
It should be noted that while both questionnaires were given, I observed the students as they
answered the surveys, and also while they watched the video. The second period students seemed to be
more attentive during the video and throughout the surveys, remaining fairly quiet during the study. It
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appeared that they had more interest in the subject and answered the questions more truthfully. Fifth
period, however, seemed more talkative both during the surveys and the video. It seems that they needed
to discuss the surveys and the video with their peers, rather than answer the questions for themselves. I
also believe that the fifth period class had less interest in the study and felt like I was “trespassing” in
their classroom. It seemed to me that they merely answered the questions and watched the video so that
they could be done with what was asked of them and were able to continue on with their own agendas.
The two classes did not differ in age or ability, but I believe the times in which the classes were held
made the difference. The second period class was earlier in the day, which meant that they had just
arrived to school, and therefore were ready to learn. The fifth period class was later in the day, right
before lunch, and perhaps that is all the students were focused on.
Survey one was a “pre test” of sorts in order to gather basic information on what the students
thoughts were before the video for educational intervention was shown. The information gathered from
that “pre test” was crucial to the study at hand because it gave me a basis for comparison during analysis.
I found that after the video on autism was shown, more people switched from being not likely to “hang
out” with an autistic child at all or “maybe”, while in the second survey, the answers averaged between “I
don‟t know” or “it‟s possible.” It would make sense that students would not want to hang out with a peer
that they didn‟t understand; however when information was given more students changed their minds to
“possibly” hanging out with their autistic peer. People tend to be afraid of what they do not understand,
therefore showing a video of a child with autism and explaining what the disorder is may increase
knowledge of autism and cause the student to feel slightly more comfortable in a social situation.
When the students were asked whether or not they thought they would be treated differently if
they “hung out” with an autistic peer, 23 out of 42 students replied with a yes on survey number one.
Eighteen out of 42 students said they did not feel they would be treated differently, and one student
replied with a yes and no. After the video was shown and the second survey was given, 25 students out of
42 said that they thought they would be treated differently; 17 out of 42 students said they did not think
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they would be. I believe that since the video showed the behaviors of an autistic student, which may have
been previously unknown, students changed their minds when asked this question because the behavior
exhibited by an autistic child would be conceived as socially unacceptable.
Also, when asked if the study/video had either proved or disproved any rumors that the students
had heard, 16 out of 42 (both groups surveyed) answered yes. However, 7 out of those 42 said that the
rumors were not proven or disproven. Eighteen of the 42 said that they had heard no rumors about autism,
and one question was left blank.
Thirty nine students that participated in this study reported that they use the word “retarded” in
their everyday language (although usage varies from rarely to always). When the second survey was
analyzed, 25 students said that the video/study did not influence the usage of that word in everyday
situations. Seventeen of the 42 students involved in the survey said that this study did influence the use of
the word “retarded” in everyday language.
When asked if their views on autism had changed, 3 students said not at all, 10 said a little bit, 7
said some, 18 said a good bit, 2 said a lot, and one said “I don‟t know.” However, all of the students
except one reported that this study has helped them gain knowledge of autism. I believe that the views on
autism may have changed because perhaps the students didn‟t know as much about autism as they had
previously thought, or maybe they were unaware of the behaviors the children/people exhibit.
Conclusion
After reporting and analyzing my results, I have come to a conclusion about how the views of
high school students on autism affect how they would treat an autistic peer in a social situation. I believe
that students‟ decisions on whether or not they would “hang out” with an autistic peer depends on
whether or not they believe they would be treated differently because of it. I also think that if a student
does not know much about autism they might be more hesitant about being socially involved. If the
student believes that his or her peers will view them differently because they are seen in public with an
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autistic student, they tend not to want to hang out with anyone that might give them a negative view in the
eyes of their socially acceptable peers.
I think that the educational intervention (the video) had some impact on the way that students
perceived autism because it showed how an actual boy with autism acts. The reason the first survey was
so important was because it basically measured how much the students knew about autism and what their
initial thoughts about it were. The video gave them information that was reliable and a visual of how a
child with autism really acts. With their newly gained knowledge in mind and the second survey in hand,
they applied that knowledge to an actual situation and how they would respond in that situation. The
video must have had some impact on how the students thought about autism because all but one student
reported that they had gained some knowledge. Also, most students stated on the surveys that the
video/study had changed their views on autism.
I believe that the views of high school students on autism affect how they would treat an autistic
peer in a social situation based on how much information they actually know about the topic. I also think
that an educational intervention has an impact on students‟ views because if the student doesn‟t know
much about autism to begin with, the video will supply them with information, no matter how little it is.
Further study is needed on whether or not ages make a difference in the acceptance of autism.
The point at which people seem to be able to sympathize with autistic people/children could also be
examined. Another study that could be conducted as a support to my study is whether or not periodic
educational intervention makes a difference. Would a class every month on autism awareness make
people understand this disorder better? Perhaps a better method than a video for intervention would be to
have a speaker come to a classroom and talk to the students. More information is needed on how the
students would actually treat their autistic peer in a social situation and how the behaviors/views of their
peers would actually influence them.
13
Works Cited
Autism. 2008. YouTube. Video. Web. 29 October 2009.
Austism. KidsHealth, Web. 18 October 2009.
Autism Speaks, Be Informed. Autism Speaks, 2009. Web. 18 October 2009.
Bauminger, Nirit, Marjorie Solomon, Anat Aviezer, Kelly Heung, Lilach Gazit, John
Brown, and Sally J. Rogers. “Children with Austism and Their Friends: A
Mulitdimensional Study of Friendship in High-Functioning Autism Spectrum
Disorder.” Journal of Abnormal Child Pyschology 36 (2008) 135-150. EBSCO. Web.
1 October 2009.
Bauminger, Nirit, Cory Shulman, and Galit Agam. “Peer Interaction and Loneliness in
High-Functioning Children with Autism.” Journal of Autism and Developmental
Disorders 33.5 (2003) 489-507. EBSCO. Web. 1 October 2009.
Chamberlain, Brandt, Connie Kasari, and Erin Rotherann Fuller. “Involvement or
Isolation? The Social Networks of Children with Autism in a Regular Classrooms.”
Journal of Autism and Developmental Disorders 37.230 (2007): 230-242. EBSCO.
Web. 26 September 2009.
Jones, Christopher D. and Ilene S. Schwartz. “Siblings, Peers, and Adults: Differential
Effects of Models for Children With Autism.” TECSE 24.4 (2004) 187-198. EBSCO.
Web. 1 October 2009.
Jones, Val. “‟I felt like I did something good‟—the impact on mainstream pupils of a
peer tutoring programme for children with autism.” Bristish Journal of Special
Education 34.1 (2007) 3-9. EBSCO. Web. 1 October 2009.
Kalyva, Efrosini and Elias Avramidis. “Improving Communication Between Children
with Autism and Their Peers Through the „Circle of Friends‟: A Small-scale
Intervention Study.” Journal of Applied Research in Intellectual Disabilities 18 (2005)
253-261. EBSCO. Web. 1 October 2009.
Lopez-Duran, Nestor. "Understanding Spoken Emotions by Children with Autism."
Child Psychology Research Blog. N.p., 20 Aug. 2009. Web. 25 Oct. 2009.
<http://www.child-psych.org/2009/08/
understanding-spoken-emotions-by-children-with-autism.html>.
Sawyer, Lori McCann, James K. Luiselli, Joseph N. Ricciardi, and Jennifer L. Gower.
“Teaching a Child with Autism to Share Among Peers in an Integrated Preschool
Classroom: Acquisition, Maintenance, and Social Validation.” Education and
Treatment of Children 28.1 (2005) 1-10. EBSCO. Web. 13 October 2009.
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Slavin, Robert E. "Relationships with Peers." Educational Psychology: Theory and
Practice. 9th ed. Columbus: Pearson, 2009. 83. Print.
Slavin, Robert E. "Social Relationships." Educational Psychology: Theory and
Practice. 9th ed. Columbus: Pearson, 2009. 82. Print.
Smith, Tristam Nina Watthen Loveaasz and O. Ivar Lovass. “Behaviors of Children
with High Functioning Autism when Paired with Typically Developing Versus
Delayed Peers: A Preliminary Study.” Behavioral Intentions 17 (2002) 129-143.
EBSCO. Web. 26 September 2009.
Swaim, Karen F. and Sam B. Morgan. “Children‟s Attitudes and Behavioral Intentions
Toward a Peer with Autistic Behaviors: Does a Brief Educational Intervention Have an
Effect?” Journal of Autism and Developmental Disorders 31.2 (2001): 195-205.
EBSCO. Web. 26 September 2009.
Teague, Leanne. "Integrating Autistic Students Using Simple Teaching Practices."
Autistic Children in the Classroom. N.p., 13 Feb. 2007. Web. 25 Oct. 2009.
<http://www.associatedcontent.com/article/140841/autistic_children_in_the_classroom.html
?cat=4>.
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APPENDIX A
Survey One (“Pre” Educational Intervention)
SURVEY #1
THIS SURVEY WILL TAKE APPROXIMATELY 2 MINUTES OF YOUR TIME.
GENDER: M F
GRADE LEVEL: 9 10 11 12
PLEASE EXPLAIN YOUR UNDERSTANDING OF WHAT AUTISM IS:
DO YOU KNOW ANYONE THAT SUFFERS FROM AUTISM? YES NO
IF SO, HOW DO YOUKNOW THEM?
PLEASE BRIEFLY EXPLAIN ANYTHING YOU MAY HAVE HEARD ABOUT AUTISM FROM ANOTHER
PERSON, MEDIA SOURCE, ETC.:
DO YOU OR ANYONE YOU KNOW HAVE SKEWED VIEWS ON AUTISM BECAUSE OF WHAT YOU’VE
HEARD? YES NO
HAVE YOU OR ANYONE YOU KNOW EVER MADE FUN OF A PERSON WITH DISABILITIES?
YES NO
HAVE YOU EVER USED THE WORD “RETARDED” TO DESCRIBE SOMETHING/SOMEONE OTHER
THAN A PERSON THAT IS MENTALLY RETARDED? HOW OFTEN?
NEVER RARELY SOMETIMES FREQUENTLY ALWAYS
A. HOW LIKELY IS IT THAT YOU WOULD “HANG OUT” WITH AN AUTISTIC STUDENT IN A SOCIAL
ENVIRONMENT/SITUATION (EX. EATING LUNCH, GOING TO A BASEBALL GAME, WATCHING
MOVIES)?
NOT LIKELY AT ALL MAYBE I DON’T KNOW IT’S POSSIBLE VERY LIKELY
B. IF YOU WERE TO “HANG OUT” WITH AN AUTISTIC PEER, DO YOU THINK YOU WOULD BE
TREATED DIFFERENTLY?
YES NO
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APPENDIX B
Survey Two (“Post” Educational Intervention)
SURVEY #2
THIS SURVEY WILL TAKE APPROXIMATELY 2 MINUTES OF YOUR TIME.
GENDER: M F
GRADE LEVEL: 9 10 11 12
DO YOU FEEL LIKE YOU HAVE GAINED SOME KNOWLEDGE ABOUT AUTISM FROM THE
INFORMATION GIVEN IN THIS STUDY? YES NO
HAS THIS STUDY CHANGED YOUR VIEWS ON AUTISM? IF SO, HOW MUCH?
NOT AT ALL A LITTLE BIT SOME A GOOD BIT A LOT
HAS THE INFORMATION GIVEN IN THIS STUDY PROVED OR DISPROVED ANY OF THE RUMORS
YOU MAY HAVE HEARD? YES NO I HAVEN’T HEARD ANY RUMORS
HAS THIS STUDY INFLUENCED THE USE OF THE WORD “RETARDED” IN YOUR AVERAGE
LANGUAGE? YES NO
A. HOW LIKELY IS IT THAT YOU WOULD “HANG OUT” WITH AN AUTISTIC STUDENT IN A SOCIAL
ENVIRONMENT/SITUATION (EX. EATING LUNCH, GOING TO A BASEBALL GAME, WATCHING
MOVIES)?
NOT LIKELY AT ALL MAYBE I DON’T KNOW IT’S POSSIBLE VERY LIKELY
B. IF YOU WERE TO “HANG OUT” WITH AN AUTISTIC PEER, DO YOU THINK YOU WOULD BE
TREATED DIFFERENTLY? YES NO
IS THERE ANY ADDITIONAL INFORMATION THAT YOU WOULD LIKE TO SHARE OR ELABORATE ON
ABOUT THIS TOPIC?
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APPENDIX C
Spreadsheet of results from 2nd period (survey one and survey two)
2nd Period
Survey 1 (Pre)
Question
1 various answers (explained below)
2 Yes: 10 (52.6%) No: 9 (47.4%)
3 Aquaintance: 5 Friend: 4 Family: 1
4 various answers (explained below)
5 Yes: 6 (31.6%) No: 10 (52.6%) Unanswered: 2 (10.5%) I Don't Know: 1 (5.3%)
6 Yes: 15 (78.9%) No: 4 (21.1%)
7 Never: 2 (10.5%) Rarely: 2 (10.5%) Sometimes: 4 (21.1%) Frequently: 9 (47.4%) Always: 2 (10.5%)
8 Not Likely At All: 5 (26.3%) Maybe: 4 (21.1%) I Don't Know: 2 (10.5%) It's Possible: 4 (21.1%) Very Likely: 4 (21.1%)
9 Yes: 9 (47.4%) No: 9 (47.4%) Yes & No: 1 (5.3%)
Survey 2 (Post)
1 Yes: 19 (100%) No: 0 (0%)
2 Not At All: 2 (10.5%) A Little Bit: 4 (21.1%) Some: 7 (36.8%) A Good Bit: 3 (15.8%) A Lot: 1 (5.3%) I Don’t Know: 2 (10.5 %)
3 Yes: 6 (31.6%) No: 2 (10.5%) I Haven't Heard Any Rumors: 11 (57.9%)
4 Yes: 6 (31.6%) No: 13 (68.4%)
5 Not Likely At All: 2 (10.5%) Maybe: 1 (5.3%) I Don't Know: 7 (36.8%) It's Possible: 6 (31.6%) Very Likely: 3 (15.8%)
6 Yes: 10 (52.6%) No: 9 (47.4%)
APPENDIX D
Graphs of 2nd period Pre Survey answers to question 8 and Post Survey answers to question 5.
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APPENDIX E
Spreadsheet of results from 5th period (survey one and survey two)
5th Period
Survey 1 (Pre)
Question
1 various answers (explained below)
2 Yes: 10 (43.5%) No: 13 (56.5%)
3 Aquaintance: 5 Friend: 3 Family: 2
4 various answers (explained below)
5 Yes: 10 (43.5%) No: 12 (52.2%) Unanswered: 1 (4.3%)
6 Yes: 15 (65.2%) No: 8 (37.8%)
7 Never: 1 (4.3%) Rarely: 2 (8.7%) Sometimes: 14 (60.9%) Frequently: 5 (21.7%) Always: 1 (4.3%)
8 Not Likely At All: 3 (13%) Maybe: 4 (17.4%) I Don't Know: 8 (34.8%) It's Possible: 5 (21.7%) Very Likely: 3 (13%)
9 Yes: 14 (60.9%) No: 9 (39.1%)
Survey 2 (Post)
1 Yes: 22 (95.7%) No: 1 (4.3%)
2 Not At All: 1 (4.3%) A Little Bit: 6 (26.1%) Some: 4 (17.4%) A Good Bit: 11 (47.8%) A Lot: 1 (4.3%)
3 Yes: 10 (43.5%) No: 5 (21.7%) I Haven't Heard Any Rumors: 7 (30.4%) Unanswered: 1 (4.3%)
4 Yes: 11 (47.8%) No: 12 (52.2%)
5 Not Likely At All: 1 (4.3%) Maybe: 1 (4.3%) I Don't Know: 6 (26.1%) It's Possible: 10 (43.5%) Very Likely: 5 (21.7%)
6 Yes: 15 (65.2%) No: 8 (34.8%)
APPENDIX F
Graphs of 5th period Pre Survey answers to question 8 and Post Survey answers to question 5.
