The study aims to describe how practitioners view their assignment regarding guidance, support and treatment for normally gifted adolescents between 13-17 years with autism spectrum disorder and comorbidity. Practitioners' experience in Social service, Child and youth psychiatry and Habilitation, division of responsibility, and the needs of the target group were studied through six semi-structured interviews which were analyzed thematically and based on new institutional theory.    Results show that in the field and domain there are three players acting on different logics depending on assignment, law, target group, intervention logic and care level offered. There is a domain consensus on youths with less complex problems, where the respective level of care meets the needs according to staff. Domain claims differ and are characterized by domain conflict regarding the individuals with the greatest needs. The adolescents with most psychiatric diagnoses receive the least help from Habilitation and Child and youth psychiatry, in spite of these having the most expertise. The Social service is responsible for placement based on the responsibility logic, despite reporting a lack of specific competence. The design of the organizations governs efforts rather than the needs of the target group.

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The purpose of this study is to examine how traditional school districts create online schools and how they navigate contingencies to establish online organizational structures. This study uses the theoretical framework of contingency theory to understand how school districts structurally adapt to internal and external factors, or contingencies to establish new online schools. This multiple case study collected data from three online schools in California that have opened in the past two to seven years. While some research exists concerning the challenges of creating online schools, little has been done as to the challenges and factors that traditional school districts encounter in creating and organizing online schools. The findings from this study revealed that online schools must adapt to contingencies through adaptation features. These identified features were divided into categories that included addressing the context; systems planning, management, and leadership; and in-process adaptability. These findings have important implications for traditional school districts with online schools or exploring the option of creating an online school, as well as for policy makers who help define the contingencies online schools face.

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