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Education Professionals' Advocacy for the Gifted Student with Autism Spectrum Disorder W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects Spring 2016 Seeing The Paradigm: Education Professionals' Advocacy for The Gifted Student with Autism Spectrum Disorder Patricia Costis College of William and Mary, [email protected] Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the Education Commons Recommended Citation Costis, Patricia, "Seeing The Paradigm: Education Professionals' Advocacy for The Gifted Student with Autism Spectrum Disorder" (2016). Dissertations, Theses, and Masters Projects. Paper 1463428512. http://dx.doi.org/10.21220/W4201B This Dissertation is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. SEEING THE PARADIGM: EDUCATION PROFESSIONALS’ ADVOCACY FOR THE GIFTED STUDENT WITH AUTISM SPECTRUM DISORDER A Dissertation Presented to The Faculty of the School of Education The College of William and Mary in Virginia In Partial Fulfillment Of the Requirements for the Degree Doctor of Education by Patricia Anne Costis May, 2016 189 SEEING THE PARADIGM: EDUCATION PROFESSIONALS’ ADVOCACY FOR THE GIFTED STUDENT WITH AUTISM SPECTRUM DISORDER by Patricia Anne Costis Approved May 2016 by __________________________________ Tracy L. Cross, Ph.D. Chairperson of Doctoral Committee ______________________________________ Jennifer R. Cross, Ph.D. ______________________________________ Claire L. Hughes, Ph.D. ii DEDICATION I am forever indebted to my wonderful husband, Liam, for his unconditional love and support throughout this journey. Undertaking a doctoral program, working full-time, raising three daughters, and caring for elderly parents cannot be accomplished without support. Liam was my calm. He took care of our family, our home, and my disposition, often sacrificing his own agenda to attend to mine. Liam is a loving father, partner, and my best friend. I love you! I am also grateful to my parents. My mother was an incredibly brilliant and caring person. She too was a lifelong learner, never one to allow her mind to be idle. So, when I began this quest, she was right behind me, cheering me on. My mother removed obstacles from my path so I could focus on my studies. She set aside her own pain, as her heath began to fail, so she could see me to the end of this road. I would not have made it without her love and support. I know she is smiling down on me, still cheering. My father was a huge source of strength for me. He helped me celebrate accomplishments with grace, and taught me to face adversity with quiet determination. He led by example, balancing greatness with humility. My father showed me that true wealth is earned in one’s service to others, not for riches, glory or fame, but because “it’s just what we do.” If I live even half the life my father did, I will have achieved far more than I ever imagined. Thank you, Dad. Thank you, Mom. Thank you, Liam. I dedicate this book to you. iii TABLE OF CONTENTS Signature Page ii Dedication iii Table of Contents iv Acknowledgements vii List of Tables ix List of Figures x Abstract xi Chapter 1: Introduction 2 Statement of the Problem 3 Conceptual Framework 4 Quantitative Component 5 Qualitative Component 6 Research Questions 14 Significance of the Study 15 Definitions of Key Terms 17 Chapter 2: Review of the Literature 20 Autism Spectrum Disorder 20 Giftedness 40 Twice Exceptionality 48 Identification Issues of Gifted Students with ASD 49 Overlapping Behaviors of Giftedness and ASD 53 Perceptions of Education Professionals 57 Conclusion 60 Chapter 3: Methodology 62 Study Design 63 Participants 66 Data Sources 70 Procedure 73 Quantitative Data Collection and Analysis 73 iv Validity and Reliability: Quantitative Quality 77 Qualitative Data Collection and Generation 78 Qualitative Data Analysis 84 Grounded Theory 84 Trustworthiness, Quality, and Rigor: Qualitative Quality 90 Ethical Considerations 92 Assumptions of the Study 93 Limitations of the Study 94 Delimitations of the Study 95 Chapter 4: Findings 96 Student Demographic Profile 97 Characteristics of Successful Referring Education Professionals 101 Licensure and Endorsement 103 Participant Areas of Study 106 Training Deemed Valuable 107 Observing, Referring, and Identifying Special Populations of Students 113 The Gifted Student with Autism Spectrum Disorder 122 Conceptualizations of Student Populations 124 Participant Experiences with Gifted Students with ASD 147 Student Behaviors Prompting Referral 152 Influential Evidence in Gifted Identification 164 Obstacles to Meeting the Needs of Gifted Students with ASD 174 Strategies for Meeting the Needs of Gifted Students with ASD 178 Summary 185 Chapter 5: Discussion 189 Characteristics of Successful Referring Education Professionals 191 Advocacy through Training and Collaboration 193 Advocacy through Connections with Students 200 Advocacy through Strategies to Meet Student Needs 201 Advocacy in Referral and Identification 202 Advocacy Continues 205 The Gifted Student with Autism Spectrum Disorder 206 v The Gifted Paradigm 209 The ASD Paradigm 213 Overlapping Behaviors 214 The GTASD Paradigm 217 Participant Stories Illustrating the GTASD Paradigm 223 Summary 225 Implications of the Study 228 Limitations of the Study 234 Conclusion 236 Appendix A Research Questions by Data Sources and Analyses 239 Appendix B Education Professionals Survey 243 Appendix C Interview Questions 248 Appendix D Research Participant Consent Form 250 Appendix E Initial email Message Sent to Survey Participants 253 Appendix F email Message Sent to Interview Participants 254 Appendix G Private Message Sent via Professional and Social Media 255 Appendix H Personal Message Sent to Survey Participants 256 Appendix I Researcher as Instrument Statement 257 Appendix J Interview Participant Profiles 265 References 274 Vita 297 vi ACKNOWLEDGEMENTS A project of this magnitude cannot be accomplished without the support of many individuals, and on many levels. This research would not have been possible without the openness and candor of the education professionals who shared their experiences, told wonderful and often touching stories about their students, and shared their expertise so freely. Thank you for being such willing and knowledgeable participants. I am also grateful to Kristen McGarity and Kelly MacPherson, for your advice and direction in special education policy and practice. Dr. Karren Bailey and Dr. Kristen Nichols, thank you for your invaluable contributions of support and experience in completing this study. I am humbled by and grateful for the tremendous support and guidance of my dissertation committee during the completion of this research. Dr. Tracy Cross continually asked questions, encouraging me to examine and re-examine gifted students in new and different ways. Dr. Jennifer Cross helped me to look at the human beings behind the data. She also taught me how to closely examine the details of data without losing sight of the big picture. Dr. Claire Hughes greatly expanded my view of twice exceptional students, sparking my passion for research in this area. Dr. Jean Struck inspired me to begin my journey in pursuit of excellence. Thank you all for your patience, your wisdom, and most of all, your belief in me. My professors at William and Mary taught me to be a scholar as well as an agent for change. This lesson altered my approach to education, and I am a better educator and leader for it. I will carry it forward. Thank you to my colleagues and my classmates for their untiring support and encouragement. Many thanks to Kym and Shaina for being vii such great sounding boards even when they did not want to be. I am forever indebted to Cathy for reading my papers, listening to my stories, and for taking up the cheerleading duties. Finally, I am grateful to Fiona, Annie, and Molly. I would never have had the courage to complete this project without their understanding and encouragement. My beauties inspire and astonish me every day with their love for each other and for me. I began this journey hoping to set an example of hard work and perseverance for them. In the end, it was they who were shining examples of grace, determination, and love. Thank you. viii LIST OF TABLES Table 1 Comparison of Diagnostic Criteria for Autism Spectrum Disorder 27 Table 2 Demographic Profile of Students in the District 99 Table 3 Demographic Profile of Survey Participants 102 Table 4 Education Professionals’ Areas of Study, Licensures and 104 Endorsements Table 5 Referrals of Special Populations for Gifted Identification 115 Table 6 Knowledge about Special Student Populations and Identification 117 Table 7 Experience with Special Populations of Students 119 Table 8 Correlations of Knowledge of and Experience with Special 120 Populations Table 9 Confidence in Referring Students for Specialized Services 122 Table 10 Observed Student Behaviors Prompting Referral 153 Table 11 Influential Evidence in Gifted Identification 165 Table 12 Group Comparisons of Influential Evidence in Gifted Identification 167 Table 13 Gifted Identification Tier Designations for Gifted Students with ASD 172 Table 14 Obstacles to meeting the academic needs of gifted students with ASD 175 ix LIST OF FIGURES Figure 1 Overlapping Behaviors of Students 12 Figure 2 Paradigm Model: Advocacy for Identification 88 Figure
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