Skip to main content
SpringerLink
Log in

Boon or Burden: The Effect of Implementing Evidence-Based Practices on Teachers’ Emotional Exhaustion

  • Original Article
  • Published:
Administration and Policy in Mental Health and Mental Health Services Research Aims and scope Submit manuscript

Abstract

This study examined the association between (1) beginning-of-the-year emotional exhaustion and use of three evidence-based practices (EBP) for children with autism spectrum disorder; and (2) use of these EBP and end-of-year emotional exhaustion among 46 kindergarden to 2nd grade autism support teachers participating in a randomized trial. Emotional exhaustion was measured at the end and beginning of the school year using a subscale of the Maslach Burnout Inventory. Fidelity was measured using monthly observations, coded by research assistants trained to reliability. Correlations were used to examine unadjusted associations and ordinary least squares regression was used to examine associations adjusted for beginning-of-year burnout, years teaching, and average change in student cognitive functioning. Emotional exhaustion at the beginning of the year was not associated with EBP use. Greater fidelity to each EBP was associated with lower end-of-year emotional exhaustion (coefficients ranging from − .34 to − 1.13, all p’s < .05). Results indicate that helping teachers implement EBP with greater fidelity may help reduce burnout, a substantial challenge in the field.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Aarons, G. A. (2005). Measuring provider attitudes toward evidence-based practice: Organizational context and individual differences. Child and Adolescent Psychiatric Clinics of North America, 14, 255–271. https://doi.org/10.1016/j.chc.2004.04.008.

    Article  PubMed  PubMed Central  Google Scholar 

  • Aarons, G. A., Fettes, D. L., Flores, L. E., & Sommerfeld, D. H. (2009). Evidence-based practice implementation and staff emotional exhaustion in children’s services. Behaviour Research and Therapy, 47, 954–960. https://doi.org/10.1016/j.brat.2009.07.006.

    Article  PubMed  PubMed Central  Google Scholar 

  • Aarons, G. A., & Palinkas, L. A. (2007). Implementation of evidence-based practice in child welfare: Service provider perspectives. Administration and Policy in Mental Health and Mental Health Services Research, 34, 411–419. https://doi.org/10.1007/s10488-007-0121-3.

    Article  PubMed  Google Scholar 

  • Arick, J., Loos, L., Falco, R., & Krug, D. A. (2004). The STAR program: Strategies for teaching based on autism research. Austin: PRO-ED.

    Google Scholar 

  • Arick, J. R., Young, H. E., Falco, R. A., Loos, L. M., Krug, D. A., Gense, M. H., et al. (2003). Designing an outcome study to monitor the progress of students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18(2), 75–87. https://doi.org/10.1177/108835760301800201.

    Article  Google Scholar 

  • Barlow, D. H., Levitt, J. T., & Bufka, L. F. (1999). The dissemination of empirically supported treatments: A view to the future. Behaviour Research and Therapy, 37, 147–162. https://doi.org/10.1016/S0005-7967(99)00054-6.

    Article  Google Scholar 

  • Beidas, R. S., Marcus, S., Aarons, G., Hoagwood, K. E., Schoenwald, S., Evans, A. C., et al. (2015). Predictors of community therapists’ use of therapy techniques in a large public mental health system. JAMA Pediatrics, 169(4), 374–382. https://doi.org/10.1001/jamapediatrics.2014.3736.

    Article  PubMed  PubMed Central  Google Scholar 

  • Beidas, R. S., Marcus, S., Wolk, C. B., Powell, B., Aarons, G. A., Evans, A. C., et al. (2016). A prospective examination of clinician and supervisor turnover within the context of implementation of evidence-based practices in a publicly-funded mental health system. Administration and Policy in Mental Health and Mental Health Services Research, 43(5), 640–649. https://doi.org/10.1007/s10488-015-0673-6.

    Article  PubMed  Google Scholar 

  • Blankertz, L. E., & Robinson, S. E. (1997). Turnover intention of community mental health workers in psychosocial rehabilitation services. Community Mental Health Journal, 33, 517–529. https://doi.org/10.1023/A:1025000703487.

    Article  CAS  PubMed  Google Scholar 

  • Burns, B. J. (2003). Children and evidence-based practice. Psychiatric Clinics of North America, 26(4), 955–970. https://doi.org/10.1016/S0193-953X(03)00071-6.

    Article  PubMed  Google Scholar 

  • Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social-emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189–1204. https://doi.org/10.1037/a0029356.

    Article  Google Scholar 

  • Cropanzano, R., Rupp, D. E., & Byrne, Z. S. (2003). The relationship of emotional exhaustion to work attitudes, job performance, and organizational citizenship behaviors. Journal of Applied Psychology, 88(1), 160–169. https://doi.org/10.1037/0021-9010.88.1.160.

    Article  PubMed  Google Scholar 

  • Darling-Hammond, L. (2001). The right to learn: A blueprint for creating schools that work. San Francisco: Jossey-Bass.

    Google Scholar 

  • Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., et al. (2010). Randomized, controlled trial of an intervention for toddlers with autism: The early start Denver model. Pediatrics, 125(1), e17–e23. https://doi.org/10.1542/peds.2009-0958.

    Article  PubMed  Google Scholar 

  • Dingfelder, H. E., & Mandell, D. S. (2011). Bridging the research-to-practice gap in autism intervention: An application of diffusion of innovation theory. Journal of Autism and Developmental Disorders, 41(5), 597–609. https://doi.org/10.1007/s10803-010-1081-0.

    Article  PubMed  PubMed Central  Google Scholar 

  • Domitrovich, C. E., Gest, S. D., Gill, S., Jones, D. J., & DeRouise, R. S. (2009). Individual factors related to the professional development process of the Head Start REDI intervention. Early Education and Development, 20, 402–430. https://doi.org/10.1080/10409280802680854.

    Article  PubMed  PubMed Central  Google Scholar 

  • Domitrovich, C. E., Pas, E. T., Bradshaw, C. P., Becker, K. D., Keperling, J. P., Embry, D. D., et al. (2015). Individual and school organizational factors that influence implementation of the PAX good behavior game intervention. Prevention Science, 16(8), 1064–1074. https://doi.org/10.1007/s11121-015-0557-8.

    Article  PubMed  Google Scholar 

  • Duyar, I., Gumus, S., & Bellibas, M. S. (2013). Multilevel analysis of teacher work attitudes. International Journal of Education Management, 27, 700–719. https://doi.org/10.1108/IJEM-09-2012-0107.

    Article  Google Scholar 

  • Elliott, C. D. (1990). Differential ability scales (2nd ed.). Pearson: San Antonio.

    Google Scholar 

  • Friedman-Krauss, A. H., Raver, C. C., Neuspiel, J. M., & Kinsel, J. (2014). Child behavior problems, teacher executive functions, and teacher stress in head start classrooms. Early Education and Development, 25(5), 681–702. https://doi.org/10.1080/10409289.2013.825190.

    Article  PubMed  Google Scholar 

  • Geurts, S. A., Schaufeli, W. B., & De Jonge, J. (1998). Burnout and intention to leave among mental health care workers. Journal of Clinical and Social Psychology, 17(3), 341–362. https://doi.org/10.1521/jscp.1998.17.3.341.

    Article  Google Scholar 

  • Ghavifekr, S., & Pillai, N. S. (2016). The relationship between school’s organizational climate and teacher’s job satisfaction: Malaysian experience. Asia Pacific Education Review, 17(1), 87–106. https://doi.org/10.1007/s12564-015-9411-8.

    Article  Google Scholar 

  • Glisson, C. (1992). Structure and technology in human service organizations. In Y. Hasenfeld (Ed.), Human services as complex organizations (pp. 184–202). Thousand Oaks: Sage Publications.

    Google Scholar 

  • Greenhalgh, T., Robert, G., Macfarlane, F., Bate, P., & Kyriakidou, O. (2004). Diffusion of innovations in service organizations: Systematic review and recommendations. The Milbank Quarterly, 82, 581–629. https://doi.org/10.1111/j.0887-378X.2004.00325.x.

    Article  PubMed  PubMed Central  Google Scholar 

  • Greenwood, C. R. (2001). Bridging the gap between research and practice in special education: Issues and implications for teacher preparation. Teacher Education and Special Education, 24(4), 273–275. https://doi.org/10.1177/088840640102400402.

    Article  Google Scholar 

  • Han, S. S., & Weiss, B. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of Abnormal Child Psychology, 33(6), 665–679. https://doi.org/10.1007/s10802-005-7646-2.

    Article  PubMed  Google Scholar 

  • Hoagwood, K., Burns, B. J., Kiser, L., Ringeisen, H., & Schoenwald, S. K. (2001). Evidence-based practice in child and adolescent mental health services. Psychiatric Services, 52(9), 1179–1189. https://doi.org/10.1176/appi.ps.52.9.1179.

    Article  CAS  PubMed  Google Scholar 

  • Kealey, E. M. (2015). Organizational factors associated with implementation of evidence-based practices: Multiple family group psychoeducation in New York state. Available from PsycINFO. (1653145581; 2015-99030-157).

  • Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756. https://doi.org/10.1037/a0019237.

    Article  Google Scholar 

  • Knudsen, H., Ducharme, L., & Roman, P. M. (2009). Turnover intention and emotional exhaustion ‘‘at the top’’: Adapting the job demands-resources model to leaders of addiction treatment organizations. Journal of Occupational Health Psychology, 14(1), 84–95. https://doi.org/10.1037/a0013822.

    Article  PubMed  PubMed Central  Google Scholar 

  • Knudsen, H. K., Ducharme, L. J., & Roman, P. M. (2006). Counselor emotional exhaustion and turnover intention in therapeutic communities. Journal of Substance Abuse Treatment, 31(2), 173–180. https://doi.org/10.1016/j.jsat.2006.04.003.

    Article  PubMed  Google Scholar 

  • Larson, M., Cook, C. R., Fiat, A., & Lyon, A. R. (2018). Stressed teachers don’t make good implementers: Examining the interplay between stress reduction and intervention fidelity. School Mental Health, 10, 61–76. https://doi.org/10.1007/s12310-018-9250-y.

    Article  Google Scholar 

  • Lee, R. T., & Ashforth, B. E. (1996). A meta-analytic examination of the correlates of the three dimensions of job burnout. Journal of Applied Psychology, 81(2), 123–133. https://doi.org/10.1037/0021-9010.81.2.123.

    Article  CAS  PubMed  Google Scholar 

  • Lindsay, J., Perkins, C., & Karanjikar, M. (2009). Conquering innovation fatigue: Overcoming the barriers to personal and corporate success. Hoboken: Wiley.

    Google Scholar 

  • Lopata, C., Thomeer, M. L., Volker, M. A., Lee, G. K., Smith, T. H., Smith, R. A., et al. (2012). Feasibility and initial efficacy of a comprehensive school-based intervention for high-functioning autism spectrum disorders. Psychology in the Schools, 49(10), 963–974. https://doi.org/10.1002/pits.21649.

    Article  Google Scholar 

  • 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 Disorders, 35(6), 695–708. https://doi.org/10.1007/s10803-005-0017-6.

    Article  PubMed  Google Scholar 

  • Mandell, D. S., Stahmer, A. C., Shin, S., Xie, M., Reisinger, E., & Marcus, S. C. (2013). The role of treatment fidelity on outcomes during a randomized field trial of an autism intervention. Autism, 17(3), 281–295. https://doi.org/10.1177/1362361312473666.

    Article  PubMed  PubMed Central  Google Scholar 

  • Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behaviour, 2, 99–113. https://doi.org/10.1002/job.4030020205.

    Article  Google Scholar 

  • Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). The Maslach burnout inventory manual (3rd ed.). Palo Alto: University of California, Consulting Psychologists Press.

    Google Scholar 

  • Maslach, C., & Leiter, M. P. (1997). The truth about burnout: How organizations cause personal stress and what to do about it. San Francisco: Jossey-Bass.

    Google Scholar 

  • Odom, S. L., Boyd, B. A., Hall, L. J., & Hume, K. (2010). Evaluation of comprehensive treatment models for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 40(4), 425–436. https://doi.org/10.1007/s10803-009-0825-1.

    Article  PubMed  Google Scholar 

  • Ouellette, R. R., Frazier, S. L., Shernoff, E. S., Cappella, E., Mehta, T. G., Marinez-Lora, A., et al. (2018). Teacher job stress and satisfaction in urban schools: Disentangling individual-, classroom, and organizational-level influences. Behavior Therapy, 49(4), 494–508. https://doi.org/10.1016/j.beth.2017.11.011.

    Article  PubMed  Google Scholar 

  • Pellecchia, M., Connell, J. E., Beidas, R. S., Xie, M., Marcus, S. C., & Mandell, D. S. (2015). Dismantling the active ingredients of an intervention for children with autism. Journal of Autism and Developmental Disorders, 45(9), 2917–2927. https://doi.org/10.1007/s10803-015-2455-0.

    Article  PubMed  PubMed Central  Google Scholar 

  • Plash, S., & Piotrowski, C. (2006). Retention issues: A study of Alabama special education teachers. Education, 127(1), 125–128.

    Google Scholar 

  • Ransford, C. R., Greenberg, M. T., Domitrovich, C. E., Small, M., & Jacobson, L. (2009). The role of teachers’ psychological experiences and perceptions of curriculum supports on the implementation of a social and emotional learning curriculum. School Psychology Review, 38, 510–532.

    Google Scholar 

  • Ross, S. W., Romer, N., & Horner, R. H. (2012). Teacher well-being and the implementation of school-wide positive behavior interventions and supports. Journal of Positive Behavior Interventions, 14(2), 118–128. https://doi.org/10.1177/1098300711413820.

    Article  Google Scholar 

  • Seibert, J. K. (2003). Enhancing teacher competence in accommodating challenging behaviors: Investigating the effects of an experimental professional development program (Order No. AAI3060494). Available from PsycINFO. (620251756; 2003-95001-099).

  • Shirom, A. (1989). Burnout in work organizations. In C. L. Cooper (Ed.), International review of industrial and organizational psychology (pp. 25–48). Oxford: Wiley.

    Google Scholar 

  • Smith, T., Scahill, L., Dawson, G., Guthrie, D., Lord, C., et al. (2007). Designing research studies on psychosocial interventions in autism. Journal of Autism and Developmental Disorders, 37, 354–366. https://doi.org/10.1007/s10803-006-0173-3.

    Article  PubMed  Google Scholar 

  • Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., et al. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2–3), 119–145.

    Article  Google Scholar 

  • U.S. Department of Education, National Center for Education Statistics, Common Core of Data. (2015). Local education agency universe survey. Washington, DC: U.S. Government Printing Office.

    Google Scholar 

  • van Horn, J. E., & Schaufeli, W. B. (1998). Maslach Burnout Inventory: The Dutch Educators Survey (MBI-NLES) Psychometric evaluations. Manual (unpublished manuscript). Utrecht University: Department of Social and Organizational Psychology.

  • Wehby, J. H., Maggin, D. M., Moore Partin, T. C., & Robertson, R. (2012). The impact of working alliance, social validity, and teacher burnout on implementation fidelity of the good behavior game. School Mental Health, 4(1), 22–33. https://doi.org/10.1007/s12310-011-9067-4.

    Article  Google Scholar 

  • Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., et al. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 45(7), 1951–1966. https://doi.org/10.1007/s10803-014-2351-z.

    Article  PubMed  Google Scholar 

  • Wright, T. A., & Cropanzano, R. (1998). Emotional exhaustion as a predictor of job performance and voluntary turnover. Journal of Applied Psychology, 83(3), 486–493. https://doi.org/10.1037/0021-9010.83.3.486.

    Article  CAS  PubMed  Google Scholar 

  • Zhang, Z., & Wu, Z. (2001). Research on the relation between high school principal’s behavior and job satisfaction of the teachers. Psychological Science, 24(1), 120–121.

    Google Scholar 

Download references

Funding

This work was supported by funding to Dr. Mandell from the following Grants from the National Institute of Health 1R01MH083717 and Institute of Education Sciences R324A080195.

Author information

Authors and Affiliations

  1. Florida International University, DM 256, 11200 S.W. 8th Street, Miami, FL, 33199, USA

    Rachel R. Ouellette

  2. University of Maryland, Baltimore, USA

    Rukiya Wideman

  3. University of Pennsylvania, Philadelphia, USA

    Melanie Pellecchia, Rinad S. Beidas, Ming Xie & David S. Mandell

Authors
  1. Rachel R. Ouellette
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Melanie Pellecchia
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Rinad S. Beidas
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Rukiya Wideman
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Ming Xie
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. David S. Mandell
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Rachel R. Ouellette.

Ethics declarations

Conflict of interest

All authors declare that he/she has no conflict of interest.

Ethical Approval

All procedures performed involving human participants were in accordance with the ethical standards of the institutional and national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Ouellette, R.R., Pellecchia, M., Beidas, R.S. et al. Boon or Burden: The Effect of Implementing Evidence-Based Practices on Teachers’ Emotional Exhaustion. Adm Policy Ment Health 46, 62–70 (2019). https://doi.org/10.1007/s10488-018-0894-6

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10488-018-0894-6

Keywords

Search

Navigation