A phenomenological study of the lived experiences of adolescent females with Asperger Syndrome

217 Pages·2015·0.81 MB·English

by  Lisa Marie Beteta

Walden University
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Walden Dissertations and Doctoral Studies
Walden Dissertations and Doctoral Studies
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1-1-2009
A phenomenological study of the lived experiences
of adolescent females with Asperger Syndrome
Lisa Marie Beteta
Walden University
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COLLEGE OF EDUCATION

This is to certify that the dissertation by

Lisa Marie Beteta

has been found to be complete and satisfactory in all respects,
and that any and all revisions required by
the review committee have been made.

Review Committee
Dr. Peggy Locke, Committee Chairperson, Education Faculty
Dr. Douglas Eicher, Committee Member, Education Faculty
Dr. Cheryl Bullock, Committee Member, Education Faculty

Chief Academic Officer

Denise DeZolt, Ph.D.

Walden University
2008
ABSTRACT

A Phenomenological Study of the Lived Experiences
of Adolescent Females with Asperger Syndrome

by

Lisa Marie Beteta

A Phenomenological Study of the Lived Experiences
of Adolescent Females with Asperger Syndrome

Dissertation Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Philosophy
Special Education

Walden University

December 2008
ABSTRACT
Minimal research focuses on females with Asperger Syndrome (AS). Without
understanding the experiences of this population, the knowledge and understanding
necessary for the development of appropriate diagnosis and supports is unavailable. The
purpose of this phenomenological study was to gain insights into the challenges faced by
females with AS by describing the central phenomena of their lived experiences from a
critical feminist theoretical framework. Four participants were included in the study that
explored their lived experiences pertaining to academic, home, personal, and social
experiences including their recollections pertaining to these social contexts during
elementary, middle, and high school. Data was collected through semi-structured, in-
depth interviews, observations, and artifacts. Data were examined for significant
statements that aligned to the research focus, and these were then coded into four
significant thematic units to inform textual description and synthesis of shared
experience. Four significant units emerged including victimization, anxiety, social
issues, and age-appropriate interests. The essential conclusion was that female
adolescents with AS share common interests, though qualitatively different, with
neurotypical peers while continuing to battle internal and external circumstances.
Analysis of nonconforming information pointed to the utility of other theoretical models
in understanding the AS experience of young females. This research contributes to
positive social change by providing a voice to females with AS, lessening their
invisibility as a minority within a minority. Contributing such knowledge of the lived
experiences of female adolescents with AS can lead to the development of better
diagnostic criteria and appropriate supports.
A Phenomenological Study on the Lived Experiences
of Adolescent Females with Asperger Syndrome

by

Lisa Marie Beteta

M.S. Ed., Southern Oregon University, 2002
B.A., California State University, Fullerton, 1988

Dissertation Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Philosophy
Special Education

Walden University
December 2008
Copyright 200 by
%HWHWD/LVD0DULH

All rights reserved

2008
DEDICATION

This dissertation is dedicated to my family. Justin Michael (1993-1999), you
taught me so much in such little time. I love you, miss you, and will be with you again.
Darcy, without you, I may not have ever known about Asperger Syndrome. You have
taught me about the world and about myself as we journey through this adventure.
Michael, without your tremendous support, everyone would have suffered. Thank you
for cooking dinners, doing the grocery shopping, running the house, putting up with my
quirks, and telling me, “you can do it!” You will now have your wife back. To Cyanna
and Greyland, and my parents, Joe and Virginia Beteta, thank you for your patience and
enduring the time it has taken me away from you.
ACKNOWLEDGMENTS
I want to thank my dissertation committee including Dr. Cheryl Bullock, and Dr.
Doug Eicher, and especially Dr. Peggy Locke. Thank you, Peggy, for making me a better
writer, for expanding my thoughts, and especially for challenging me. You have been the
one that has made me grow in more ways than you realize.
To Midge, Blanche, Tawnya, Betty, and Carolyn. Thank you for making work in
special education exciting and fun. I have learned from each of you. I look forward to
continued endeavors, as well.

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TABLE OF CONTENTS
LIST OF TABLES ............................................................................................................. vi
CHAPTER 1: INTRODUCTION TO THE STUDY ...........................................................1
Introduction ....................................................................................................................1
Background of the Problem ...........................................................................................3
Problem Statement .........................................................................................................6
Statement of Purpose .....................................................................................................7
Research Questions ........................................................................................................7
Phenomenology..............................................................................................................8
Conceptual Framework ..................................................................................................8
Definition of Terms........................................................................................................9
Assumptions .................................................................................................................13
Scope .........................................................................................................................13
Limitations ...................................................................................................................13
Delimitations ................................................................................................................13
Significance of the Study .............................................................................................14
Implications for Social Change ....................................................................................14
Summary ......................................................................................................................15
CHAPTER 2: LITERATURE REVIEW ...........................................................................17
Introduction ..................................................................................................................17
Research Strategy.........................................................................................................17
Asperger Syndrome .....................................................................................................18
Educational Services and Placement ...........................................................................23
Legal Implications .......................................................................................................25
Difference or Disability ...............................................................................................26
Sex Differences ............................................................................................................27
Lived Experiences of Individuals with Asperger Syndrome .......................................29
EMB Theory ................................................................................................................30
Sex Differences in Asperger Syndrome .......................................................................34
Females and Asperger Syndrome ................................................................................35
Adolescent Females .....................................................................................................40
Diagnosis and Gender ..................................................................................................41
Characteristics of Girls with Asperger Syndrome .......................................................43
Summary ......................................................................................................................46
CHAPTER 3: METHODOLOGY .....................................................................................48
Introduction ..................................................................................................................48
Research Questions ......................................................................................................48
Research Design...........................................................................................................49
Ethical Issues ...............................................................................................................51
Confidentiality .............................................................................................................52
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