Dissertation
‘Autism isn’t a spectrum, it’s a kaleidoscope’: the impact of a support program for twice-exceptional university students
University of Iowa
Doctor of Philosophy (PhD), University of Iowa
Summer 2025
DOI: 10.25820/etd.008067
Abstract
Twice-exceptional (2e) students – those who are both gifted and have a disability – are under-identified and underserved, particularly at the postsecondary level. Though increasing numbers of students who are 2e are seeking advanced degrees, few targeted support programs exist, and little is known about their transition to the university setting. To aid their transition to university, a new program for twice-exceptional university students on the autism spectrum (2eASD) was created to support executive functioning and social communication skills. This preliminary study examined changes in executive functioning and social competence over one academic year of participation in the program. Additionally, this study explored participant perspectives about the program and the impact of participation on relationships and identity as both “gifted” and “disabled.” The Talent Development Mega Modal (TDMM) was used as a theoretical lens to explore how talent and identity may develop in the 2eASD population at the postsecondary level.
I used a mixed-method investigation to examine longitudinal, repeated measures data from fifteen participants surveyed at four timepoints throughout the academic year. Quantitative analyses using linear mixed modelling evaluated patterns in executive functioning and social skills development. On the Behavior Rating Inventory of Executive Function-Adult Version (BRIEF-A), significant interactions between cohort and timepoint were found for the Behavioral Regulation Index (BRI; β = 7.78, 95% CI [2.21, 13.36], p= .010) and Global Executive Composite (GEC; β = 5.84, 95% CI [0.63, 11.05], p= .035), indicating different patterns of change between cohorts. Cohort 2 showed a significant decrease in BRI over time, while Cohort 1 remained relatively stable. No significant changes were found for the Metacognition Index (MI).
On the Multidimensional Social Competence Scale (MSCS), a significant cubic interaction was found for Social Responsiveness (SR; β = -7.31, 95% CI [-13.80, -0.83], p= .034), with Cohort 2 demonstrating more variability across the year while Cohort 1 remained stable. No significant changes were detected in other social domains, though Cohort 2 showed some descriptive trends.
Additional explorations of emotion regulation subscales found a significant interaction between timepoint and cohort on the BRIEF-A Emotional Control subscale (EC; β = 11.15, 95% CI [4.53, 17.71], p= .004), with Cohort 2 showing a significant overall decrease in EC scores (p = 0.012). Similarly, a significant interaction was found on the MSCS Emotion Regulation domain (ER; β = -5.63, 95% CI [-10.44, -0.81], p= .029), with Cohort 2 reporting increased emotion regulation across the year. Although post-hoc comparisons between timepoints were not statistically significant, effect sizes indicated potentially meaningful patterns of improvement for Cohort 2 on emotion regulation subscales while Cohort 1 showed minimal or inconsistent changes.
Qualitative analyses using a combined inductive-deductive approach explored participant responses to open-ended survey questions. Participants described high levels of satisfaction with the program and reported benefiting from individualized staff support, participating in a small and unique community, and a sense of shared identity. Several students reported developing a deeper understanding of what it means to be “twice-exceptional,” with more students identifying with the 2e label as the year progressed. Participants also discussed how they built relationships within the program and across campus through support in navigating more nuanced social situations in the postsecondary setting.
Overall, findings suggest that individualized transition support and group level programming may benefit university students who are 2eASD, particularly in the areas of behavioral regulation and emotional control. Though results should be considered exploratory and preliminary, this study reveals the types of support that may benefit this unique population and contributes to a better understanding of how students who are 2eASD adjust to the postsecondary setting. I conclude with recommendations for similar programs and future research to call attention to the need of increased support for this population who continue to be underrepresented and under supported.
Details
- Title: Subtitle
- ‘Autism isn’t a spectrum, it’s a kaleidoscope’: the impact of a support program for twice-exceptional university students
- Creators
- Emily H Kuhlmann
- Contributors
- Megan Foley-Nicpon (Advisor)Saba Ali (Committee Member)Alissa Doobay (Committee Member)Ebonee Johnson (Committee Member)
- Resource Type
- Dissertation
- Degree Awarded
- Doctor of Philosophy (PhD), University of Iowa
- Degree in
- Psychological and Quantitative Foundations (Counseling Psychology)
- Date degree season
- Summer 2025
- DOI
- 10.25820/etd.008067
- Publisher
- University of Iowa
- Number of pages
- xiii, 144 pages
- Copyright
- Copyright 2025 Emily H Kuhlmann
- Language
- English
- Date submitted
- 07/22/2025
- Description illustrations
- illustrations, tables, graphs
- Description bibliographic
- Includes bibliographical references (pages 108-116).
- Public Abstract (ETD)
Twice-exceptional (2e) students those who are gifted and have a disability are often overlooked in higher education, especially those on the autism spectrum (2eASD). To help support this unique group, a new university transition program was developed to assist 2eASD students with executive functioning and social communication.
This preliminary mixed-methods study followed 15 students over one academic year to see how participation in the program impacted their skills and experiences. I measured executive functioning and social competence at four timepoints, and students shared reflections about the program, their relationships, and their identity as both "gifted" and "disabled."
Quantitative results suggested the program may have helped some students strengthen their behavioral regulation and emotional control. One group of students (Cohort 2) showed notable improvement in these skills, while Cohort 1 showed little change. Social responsiveness also varied more in Cohort 2 across the year, while Cohort 1 remained stable. Although only a few changes were statistically significant, the patterns of improvement in Cohort 2 point to possible benefits of participating in the program. Qualitative findings revealed that students described positive experiences in the program, valued one-on-one support, and connected with similar peers while participating in a small community. Many developed a stronger sense of identity as 2e and gained confidence in navigating social and academic life at college.
These early findings highlight the potential of targeted programs to support 2eASD students in college, underscore the need for more inclusive support in higher education, and offer recommendations for future programs and research.
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984948738602771
Metrics
1 File views/ downloads
14 Record Views