[article] 
inJournal of Autism and Developmental Disorders > 43-2 (February 2013) . - p.345-360

Titre :	Commitment to Classroom Model Philosophy and Burnout Symptoms Among High Fidelity Teachers Implementing Preschool Programs for Children with Autism Spectrum Disorders
Type de document :	texte imprimé
Auteurs :	Drew C. COMAN, Auteur ; Michael ALESSANDRI, Auteur ; Anibal Jr GUTIERREZ, Auteur ; Stephanie NOVOTNY, Auteur ; Brian A. BOYD, Auteur ; Kara HUME, Auteur ; Laurie SPERRY, Auteur ; Samuel L ODOM, Auteur
Année de publication :	2013
Article en page(s) :	p.345-360
Langues :	(Eng)
Mots-clés :	Teacher commitment  Burnout  Autism spectrum disorders  Comprehensive treatment models
Index. décimale :	PER Périodiques
Résumé :	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.
En ligne :	http://dx.doi.org/10.1007/s10803-012-1573-1
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=188

[article] Commitment to Classroom Model Philosophy and Burnout Symptoms Among High Fidelity Teachers Implementing Preschool Programs for Children with Autism Spectrum Disorders [texte imprimé] / Drew C. COMAN, Auteur ; Michael ALESSANDRI, Auteur ; Anibal Jr GUTIERREZ, Auteur ; Stephanie NOVOTNY, Auteur ; Brian A. BOYD, Auteur ; Kara HUME, Auteur ; Laurie SPERRY, Auteur ; Samuel L ODOM, Auteur . - 2013 . - p.345-360.
Langues : (Eng)
in Journal of Autism and Developmental Disorders > 43-2 (February 2013) . - p.345-360

Mots-clés :	Teacher commitment  Burnout  Autism spectrum disorders  Comprehensive treatment models
Index. décimale :	PER Périodiques
Résumé :	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.
En ligne :	http://dx.doi.org/10.1007/s10803-012-1573-1
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=188