Date

4-29-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Kristy Motte

Keywords

grounded theory, high-functioning autism spectrum disorder, partnerships, families

Disciplines

Special Education and Teaching

Abstract

The purpose of this systematic grounded theory study was to understand the process of partnership building for parents of individuals between the ages of 10-29 with high-functioning ASD at two counties in Central New York. The method of grounded theory was applied in this study as it gave an opportunity to study this process of partnership building between parents and support systems since previous theories had been insufficient to address this process. This study used a qualitative methodology to gather data from 12 participants including parents of individuals between the ages of 10-29 with high-functioning ASD as well as their available support systems in two counties in Central New York through personal interviews, letters, and focus group interviews. The data collected were analyzed using the constant comparative method with open coding, axial coding, and selective coding, as well as through using trustworthiness techniques such as prolonged engagement, triangulation, member-checking, negative case analysis, journaling, auditing, and memoing. The findings indicated that while families desire support from traditional sources of partnerships such as schools and community organizations, they will take steps to build their own systems of support themselves if traditional sources fail them. The families in this study also demonstrated that those who wish to support them need a close understanding of their needs as well as their internal and external struggles; otherwise, would-be supporters could push them further away from opening up to any available support.

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