Site Information and Feedback
In this section, you'll find background material about the website itself, links to outside resources, and information about how to give feedback and contribute to the website (by taking a survey, contacting me, or making a submission to the website).
Like any new website, Autism Spectrum Explained is in desperate need of feedback. There are three ways to do this. The first is to make a submission to the website. I'm creating two sections of this website just for the voices of people on the spectrum and those of their direct caregivers to be heard and I need your help to accomplish this! If you're interested in doing this, check out the Make a Submission to the Website article which lays out the guidelines for doing so and explains how this will work.
The second way is to Take the Site Survey. This is available to any visitor of the website, and is quite straightforward, brief, and anonymous. Doing this will help me figure out what's working and what's not in the website and react accordingly. The third way, of course, is simply to Contact Me and tell me directly what's on your mind. I welcome constructive criticism and would love to hear from you.
You may be curious about why I chose to make this website, or how this site even came about in the first place, so I've provided an About the Website article which should answer any questions and give some background on me.
The second way is to Take the Site Survey. This is available to any visitor of the website, and is quite straightforward, brief, and anonymous. Doing this will help me figure out what's working and what's not in the website and react accordingly. The third way, of course, is simply to Contact Me and tell me directly what's on your mind. I welcome constructive criticism and would love to hear from you.
You may be curious about why I chose to make this website, or how this site even came about in the first place, so I've provided an About the Website article which should answer any questions and give some background on me.
