Commitment to classroom model philosophy and burnout symptoms among high fidelity teachers implementing preschool programs for children with autism spectrum disorders

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

Research output: Contribution to journalArticle

16 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)345-360
Number of pages16
JournalJournal of Autism and Developmental Disorders
Volume43
Issue number2
DOIs
StatePublished - Feb 1 2013

Keywords

  • Autism spectrum disorders
  • Burnout
  • Comprehensive treatment models
  • Teacher commitment

ASJC Scopus subject areas

  • Developmental and Educational Psychology

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