Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

01-02-2013 | Original Paper

Commitment to Classroom Model Philosophy and Burnout Symptoms Among High Fidelity Teachers Implementing Preschool Programs for Children with Autism Spectrum Disorders

Auteurs: Drew Coman, Michael Alessandri, Anibal Gutierrez, Stephanie Novotny, Brian Boyd, Kara Hume, Laurie Sperry, Samuel Odom

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 2/2013

Abstract

Teacher commitment to classroom model philosophy and burnout were explored in a sample of 53 teachers implementing three preschool models at high levels of fidelity for students with autism: Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH); Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP); and high quality special education programs (HQSEP’s). Relative to the other groups, LEAP teachers reported significantly higher levels of commitment to LEAP philosophy while TEACCH teachers did not report significantly higher commitment levels to TEACCH philosophy. Teachers in HQSEP’s reported similar levels of commitment to TEACCH and LEAP. Burnout was also low to moderate in this sample relative to normative data. Implications for school districts and teachers are discussed.

vorige artikel Motor Abilities in Autism: A Review Using a Computational Context

volgende artikel Autism Spectrum Traits in Children with Anxiety Disorders

Alleen toegankelijk voor geautoriseerde gebruikers

Bandura, A., & Walters, R. H. (1963). Social learning and personality development. New York: Holt, Rinehardt, & Winston.

Banks, S. R., & Necco, E. G. (1990). The effects of special education category and type of training on j o b burnout in special education teachers. Teacher Education and Special Education, 13, 187–191.CrossRef

Billingsley, B. (2004). Special education teacher retention and attrition: A critical analysis of the research literature. The Journal of Special Education, 38(1), 39–55.CrossRef

Billingsley, B. S., & Cross, L. H. (1992). Predictors of commitment, job satisfaction, and intent to stay in teaching: A comparison of general and special educators. The Journal of Special Education, 25, 453–471.CrossRef

Boe, E., Bobbit, S. A., & Cook, L. H. (1997a). Whither didst thou go? Retention, reassignment, migration, and attrition of special and general education teachers from a national perspective. Journal of Special Education, 30(4), 371–389.CrossRef

Boe, E., Bobbit, S. A., Cook, L. H., Whitener, S. D., & Weber, A. L. (1997b). Why didst thou go? Predictors of retention, transfer, and attrition of special and general education teachers from a national perspective. Journal of Special Education, 30(4), 390–411.CrossRef

Chernis, C. (1980). Staff burnout: Job stress in the human services. Beverly Hills, CA: Sage Publications.

Chernis, C. (1985). Stress, burnout, and the special services provider. Special Services in the Schools, 2(1), 45–61.CrossRef

Chernis, C. (1995). Beyond Burnout: Helping teachers, nurses, therapists and lawyers recover from stress and disillusionment. New York: Routledge.

Chernis, C., & Krantz, D. (1983). The ideological community as an antidote to burnout in human services. In B. Farber (Ed.), Stress and burnout in human service professions (pp. 198–212). New York NY: Pergamon.

Cordes, C. L., & Dougherty, T. W. (1993). A review and an integration of research on job burnout. Academy of Management Review, 18(4), 621–656.

Council for Exceptional Children. (2000). Bright futures for exceptional learners: An action to achieve quality conditions for teaching and learning. Reston, VA: Author.

Dymond, S. K., Gilson, C. L., & Myran, S. P. (2007). Services for children with autism spectrum disorders. Journal of Disability Policy Studies, 18, 133–147.CrossRef

Farber, B. A. (1991). Crisis in education: Stress and burnout in the American teacher. San Francisco: Jossey-Bass.

Firth, G. H., & Mims, A. (1985). Burnout among special education paraprofessionals. Teaching Exceptional Children, 17, 225–227.

Fore, C., Martin, C., & Bender, W., (2002). Teacher burnout in special education: The causes and the recommended solutions. The High School Journal, October/November, 36–44.

Gold, Y. (1984). The factorial validity of the Maslach Burnout Inventory in a sample of California elementary and junior high school classroom teachers. Educational and Psychological Measurement, 44, 1009–1016.CrossRef

Hill, E. (2004). Evaluating the theory of executive dysfunction in autism. Developmental Review, 24, 189–223.CrossRef

Hume, K., Boyd, B., McBee, M., Coman, D. C., Gutierrez, A., Shaw, E., et al. (2011). Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures. Research in Autism Spectrum Disorders, 5(4), 1430–1440.CrossRef

Iwanicki, E. F., & Schwab, R. L. (1981). A cross-validational study of the Maslach Burnout Inventory. Educational and Psychological Measurement, 41, 1167–1174.

Jackson, S. E., Schwab, R. L., & Schuler, R. S. (1986). Toward an understanding of the burnout phenomenon. Journal of Applied Psychology, 71(4), 630–640.PubMedCrossRef

Jennett, H. K., Harris, S. L., & Mesibov, G. B. (2003). Commitment to philosophy, teacher efficacy, and burnout among teachers of children with autism. Journal of Autism and Developmental Disorders, 33(6), 583–593.PubMedCrossRef

Lord, C., Wagner, A., Rogers, S., Szatmari, P., Aman, M., Charman, T., et al. (2005). Challenges in evaluating psychosocial interventions for autistic spectrum disorders. Journal of Autism and Developmental Disabilities, 35(6), 695–708.CrossRef

Lovaas, O. I. (1987). Behavioral treatment and normal educational intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55, 3–9.PubMedCrossRef

Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2, 99–113.CrossRef

Maslach, C., Jackson, S. E., & Leiter, M. P. (Eds.). (1996). Maslach Burnout Inventory Manual (3rd ed.). Mountain View, CA: CPP, Inc.

Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. In S. T. Fiske, D. L. Schacter, & C. Zahn-Waxler (Eds.), Annual Review of Psychology, 52, 397–422. Palo Alto, CA: Annual Reviews.

Mesibov, G. B., & Shea, V. (2010). The TEACCH program in the era of evidence-based practice. Journal of Autism and Developmental Disorders, 40(5), 570–579.PubMedCrossRef

Miller, M. D., Brownell, M., & Smith, S. W. (1999). Factors that predict teachers staying in, leaving, or transferring from the special education classroom. Exceptional Children, 65, 201–218.

Mischel, W. (1971). Introduction to personality. Oxford: Holt, Rinehardt, & Winston.

Morsink, C. V. (1982, February). Changes in the role of special educators: Public perceptions and demands. Exceptional Education Quarterly, 2(4), 15–25.

Morvant, M., Gersten, R., Gillman, J., Keating, T., & Blake, G. (1995). Attrition/retention of urban special education teachers: Multi-faceted research and strategic action planning. Final performance report, Vol. 1. (ERIC Document Reproduction Service No. ED338154).

Nichols, A. S., & Sosnowsky, F. L. (2002). Burnout among special education teachers in self-contained cross-categorical classroom. Teacher Education and Special Education, 25(1), 71–86.CrossRef

Ozonoff, S. (1995). Executive function impairments in autism. In E. Schopler & G. Mesibov (Eds.), Learning and cognition in autism (pp. 199–220). New York: Plenum Press.

Paperwork in Special Education. (2002). SPeNSE factsheet. Retreived June 17, 2010, from http://www.specialed.us/discoveridea/spense/SpenceResults.html.

Stahmer, A. C., Collins, N. M., & Palinkas, L. A. (2005). Early intervention practices for children with autism: Descriptions form community providers. Focus on Autism and Other Developmental Disabilities, 20, 66–79.PubMedCrossRef

Strain, P. S., Kohler, F. W., & Goldstein, H. (1996). In E. D. Hibbs, P. S. Jensen (Eds.) Psychosocial treatments for child and adolescent disorders: Empirically based strategies for clinical practice (pp. 573–587). Washington, DC, US: American Psychological Association.

Wisniewski, L., & Gargiulo, R. M. (1997). Occupational stress and burnout among special educators: A review of the literature. The Journal of Special Education, 31(3), 325–346.CrossRef

Zabel, R. H., & Zabel, M. K. (1982). Factors in burnout among teachers of exceptional children. Exceptional Children, 49, 261–263.

Titel: Commitment to Classroom Model Philosophy and Burnout Symptoms Among High Fidelity Teachers Implementing Preschool Programs for Children with Autism Spectrum Disorders
Auteurs: Drew Coman
Michael Alessandri
Anibal Gutierrez
Stephanie Novotny
Brian Boyd
Kara Hume
Laurie Sperry
Samuel Odom
Publicatiedatum: 01-02-2013
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 2/2013
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-012-1573-1

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 2/2013

Keep Hope Alive

The Role of Causal and Intentional Judgments in Moral Reasoning in Individuals with High Functioning Autism

Commentary on “Long-term Cognitive and Behavioral Therapies, Combined with Augmentative Communication are Related to Uncinate Fasciculus Integrity in Autism” Pardini, M., Elia, M., Garaci, R., Guida, S., Coniglione, F., Krueger, F., Benassi, F., & Gialloreti, E. (2011)

The Role of Parenting Stress in Discrepancies Between Parent and Teacher Ratings of Behavior Problems in Young Children with Autism Spectrum Disorder

Neural and Behavioral Responses During Self-Evaluative Processes Differ in Youth With and Without Autism

Non-word Repetition Impairment in Autism and Specific Language Impairment: Evidence for Distinct Underlying Cognitive Causes