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

Autor/inn/en	Coman, Drew; Alessandri, Michael; Gutierrez, Anibal; Novotny, Stephanie; Boyd, Brian; Hume, Kara; Sperry, Laurie; Odom, Samuel
Titel	Commitment to Classroom Model Philosophy and Burnout Symptoms among High Fidelity Teachers Implementing Preschool Programs for Children with Autism Spectrum Disorders
Quelle	In: Journal of Autism and Developmental Disorders, 43 (2013) 2, S.345-360 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-012-1573-1
Schlagwörter	Autism; Preschool Children; Fidelity; Teacher Burnout; Symptoms (Individual Disorders); Pervasive Developmental Disorders; Teacher Attitudes; Special Education; Educational Philosophy; Preschool Teachers; Teaching Methods + Suchen Sie Ihr Suchwort? Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Psychiatrische Symptomatik; Lehrerverhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsphilosophie; Erziehungsphilosophie; Erzieher; Erzieherin; Kindergärtnerin; Teaching method; Lehrmethode; Unterrichtsmethode
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10