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.
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.
- Content Type Journal Article
- Category Original Paper
- Pages 1-16
- DOI 10.1007/s10803-012-1573-1
- Authors
- Drew Coman, Department of Psychology, University of Miami, 5665 Ponce de Leon Blvd, Coral Gables, FL 33146, USA
- Michael Alessandri, Department of Psychology, University of Miami, 5665 Ponce de Leon Blvd, Coral Gables, FL 33146, USA
- Anibal Gutierrez, Department of Psychology, Florida International University, Miami, FL, USA
- Stephanie Novotny, Department of Psychology, University of Miami, 5665 Ponce de Leon Blvd, Coral Gables, FL 33146, USA
- Brian Boyd, Department of Allied Health Sciences, University of North Carolina, Chapel Hill, NC, USA
- Kara Hume, Frank Porter Graham Child Development Institute, University of North Carolina, Chapel Hill, NC, USA
- Laurie Sperry, School of Education and Human Development, University of Colorado, Denver, CO, USA
- Samuel Odom, Frank Porter Graham Child Development Institute, University of North Carolina, Chapel Hill, NC, USA
- Journal Journal of Autism and Developmental Disorders
- Online ISSN 1573-3432
- Print ISSN 0162-3257