Education Professionals' Advocacy For The Gifted Student With Autism Spectrum Disorder

310 Pages·2017·2.17 MB·English

by  Patricia Costis

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Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects
Spring 2016
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Patricia Costis
College of William and Mary, [email protected]
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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
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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

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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.

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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.

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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
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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
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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
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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

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