Date
5-20-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Lucinda
Keywords
twice-exceptional, autism, executive functioning, situational analysis, conditional-dependent intervention theory
Disciplines
Special Education and Teaching
Recommended Citation
Chouiniere, Christopher R., "Unmasking Unity: A Grounded Theory Study of Holistic Executive Functioning Intervention Development by Support Personnel for Twice-Exceptional High School Students with Autism Spectrum Disorder in a Rural Residential School Setting" (2026). Doctoral Dissertations and Projects. 8365.
https://digitalcommons.liberty.edu/doctoral/8365
Abstract
The purpose of this situational analysis grounded theory was to develop a unified theory of how support personnel develop and implement interventions for executive functioning development for twice-exceptional students with autism spectrum disorder. The central research question was, “How do support personnel implement holistic and hierarchical executive functioning interventions for twice-exceptional students with autism spectrum disorder?” As there was no appropriate theory to describe holistic and hierarchical executive functioning interventions, situational analysis, as a derivative of grounded theory, was used in this qualitative study. Ten participants, from rural boarding high schools, were interviewed, participated in focus groups, and completed internet discussion posts. Data was analyzed utilizing situational analysis mapping. The resultant theory of conditional-dependent intervention theory was developed from the analysis.
