Category
Applied
Description
The purpose of this situational analysis grounded theory study was to develop sensitizing transformative praxis surrounding the negotiations and relationships involved within the situation of the development and implementation of interventions that lead to holistic and hierarchical executive functioning development and integration by support personnel while working with newly identified twice-exceptional students with autism spectrum disorder at rural residential high schools. As a form of grounded theory, this situational analysis will be instrumental in developing a theoretical framework for understanding the interconnectedness of holistic and hierarchical executive functioning interventions for twice-exceptional students with autism spectrum disorder. The guiding central research question was, “How do support personnel implement holistic and hierarchical executive functioning interventions for twice-exceptional students with autism spectrum disorder?” This dissertation was a situational analysis form of grounded theory. Situational analysis represents a form of second-generation grounded theory, developed in the Straussian line of constructivist grounded theory, often seen as an offshoot of Charmaz’s later constructivist model of grounded theory. Ten fellow researchers were recruited across a wide range of educational, situational, and gender/racial backgrounds. The resultant theory of positional relationships is based on the analysis of interviews, discursive data, focus groups, and discussion board posts. Positional relationships examine the relationship between the individuals and their social arena.
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
Applied
The purpose of this situational analysis grounded theory study was to develop sensitizing transformative praxis surrounding the negotiations and relationships involved within the situation of the development and implementation of interventions that lead to holistic and hierarchical executive functioning development and integration by support personnel while working with newly identified twice-exceptional students with autism spectrum disorder at rural residential high schools. As a form of grounded theory, this situational analysis will be instrumental in developing a theoretical framework for understanding the interconnectedness of holistic and hierarchical executive functioning interventions for twice-exceptional students with autism spectrum disorder. The guiding central research question was, “How do support personnel implement holistic and hierarchical executive functioning interventions for twice-exceptional students with autism spectrum disorder?” This dissertation was a situational analysis form of grounded theory. Situational analysis represents a form of second-generation grounded theory, developed in the Straussian line of constructivist grounded theory, often seen as an offshoot of Charmaz’s later constructivist model of grounded theory. Ten fellow researchers were recruited across a wide range of educational, situational, and gender/racial backgrounds. The resultant theory of positional relationships is based on the analysis of interviews, discursive data, focus groups, and discussion board posts. Positional relationships examine the relationship between the individuals and their social arena.
