Orientation
Keeping day, date and time visible.
Evidence & learning
Evidence before claims
We do not race to prove that Frank's Board works. We create the conditions in which other people can tell us whether it works.
Our evidence approach
Frank's Board is evidence-informed, not clinically proven. Relevant research, accessibility practice, lived experience and product feedback can shape design. They do not automatically demonstrate an outcome caused by the product.
We distinguish between what is known, what is not yet known, what is being learned and what may be evaluated in future.
Five design and evaluation domains
These domains guide questions and design choices. They are not claims of proven benefit.
Predictability
Making upcoming events easier to see.
Connection
Making short family or carer messages visible.
Accessible information
Reducing unnecessary interaction and visual competition.
Agency
Supporting people without turning the display into a control mechanism.
Clear evidence boundaries
What we know
The product exists, families are using it, and its observable functions can be described accurately.
What we do not yet know
We do not yet have product-specific evidence for clinical, cognitive or wellbeing outcomes.
What we are learning
We can learn about usability, practical barriers, setup, acceptability and what people value.
What we intend to evaluate
Future work may explore feasibility, qualitative experience and suitable outcomes, without pre-deciding the answer.
Simplicity is a formal design principle
The person looking at the Board should not be asked to navigate unnecessary menus, controls or competing information. When a feature conflicts with that clarity, simplicity should win.
A proportionate evaluation pathway
- Stage 1Co-design and usability
Understand whether people can set up, manage and view the Board as intended.
- Stage 2Real-world feasibility
Explore delivery, support, access barriers and sustained use.
- Stage 3Qualitative exploration
Listen carefully to users, families, carers and partners.
- Stage 4Outcome selection
Only then identify whether particular outcomes are meaningful and measurable.
- Stage 5Comparative evaluation, if justified
Progress only if earlier learning supports it and appropriate governance is in place.
These stages describe a future pathway. They are not all currently underway.
Lived experience and co-design
Frank's Board began in lived family experience. As the programme develops, feedback should continue to influence decisions without being misrepresented as clinical evidence. Experiences may be quoted publicly only where appropriate consent exists.