Commitment to classroom model philosophy and burnout symptoms among high fidelity teachers implementing preschool programs for children with autism spectrum disorders.
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.
Department of Psychology, University of Miami, 5665 Ponce de Leon Blvd, Coral Gables, FL 33146, USA. dcoman@psy.miami.edu
Drew
D
Coman
Michael
M
Alessandri
Anibal
A
Gutierrez
Stephanie
S
Novotny
Brian
B
Boyd
Kara
K
Hume
Laurie
L
Sperry
Samuel
S
Odom
D000328:Adult; D002055:Burnout, Professional / Q000175:diagnosis*; D002648:Child; D002659:Child Development Disorders, Pervasive / Q000523:psychology*; D002675:Child, Preschool; D004519:Education, Special; D005178:Faculty; D005260:Female; D006801:Humans; D008297:Male; D011361:Professional Competence; D012574:Schools; D013334:Students; D011795:Surveys and Questionnaires