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

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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.

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Acknowledgments

This project was completed in conjunction with the parent project entitled, Comparison of Two Comprehension Treatment Models for Preschool-aged children with Autism and their families (P.I.’s: Odom, S. & Boyd, B.). Thus, development of this paper was partially supported with funding from the Institute of Education Sciences, U.S. Department of Education (R324B070219). The opinions expressed by the authors are not necessarily reflective of the position, or endorsed by, the U.S. Department of Education.

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Authors and Affiliations

  1. Department of Psychology, University of Miami, 5665 Ponce de Leon Blvd, Coral Gables, FL, 33146, USA

    Drew Coman, Michael Alessandri & Stephanie Novotny

  2. Department of Psychology, Florida International University, Miami, FL, USA

    Anibal Gutierrez

  3. Department of Allied Health Sciences, University of North Carolina, Chapel Hill, NC, USA

    Brian Boyd

  4. Frank Porter Graham Child Development Institute, University of North Carolina, Chapel Hill, NC, USA

    Kara Hume & Samuel Odom

  5. School of Education and Human Development, University of Colorado, Denver, CO, USA

    Laurie Sperry

Authors
  1. Drew Coman
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  2. Michael Alessandri
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  3. Anibal Gutierrez
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  4. Stephanie Novotny
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  5. Brian Boyd
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  6. Kara Hume
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  7. Laurie Sperry
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  8. Samuel Odom
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Corresponding author

Correspondence to Drew Coman.

Appendix: Autism Treatment Philosophy Questionnaire-Adapted Version (ATPQ-A)

Appendix: Autism Treatment Philosophy Questionnaire-Adapted Version (ATPQ-A)

Directions: Below are statements that may or may not reflect your philosophy in teaching children with Autism Spectrum Disorders (ASD). Please indicate the degree to which you agree or disagree with each statement by circling the appropriate number below.

Please use the following scale:

1 = Strongly disagree with statement

2 = Moderately disagree with statement

3 = Disagree slightly more than agree with statement

4 = Agree slightly more than disagree with statement

5 = Moderately agree with statement

6 = Strongly agree with statement

*([T] = TEACCH item; [L] = LEAP item—this information was not included on the form administered to teachers)

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Coman, D., Alessandri, M., Gutierrez, A. et al. Commitment to Classroom Model Philosophy and Burnout Symptoms Among High Fidelity Teachers Implementing Preschool Programs for Children with Autism Spectrum Disorders. J Autism Dev Disord 43, 345–360 (2013). https://doi.org/10.1007/s10803-012-1573-1

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  • DOI: https://doi.org/10.1007/s10803-012-1573-1

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