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

Journal of Autism and Developmental Disorders

Volumn 43, Issue 2, 2013, Pages 345-360

  Coman, Drew ^a   Alessandri, Michael ^a   Gutierrez, Anibal ^b   Novotny, Stephanie ^a   Boyd, Brian ^c   Hume, Kara ^d   Sperry, Laurie ^e   Odom, Samuel ^d  

^a Department of Biology   (United States)

^b FLORIDA INTERNATIONAL UNIVERSITY   (United States)

^c UNIVERSITY OF NORTH CAROLINA SCHOOL OF MEDICINE   (United States)

^d UNIVERSITY OF NORTH CAROLINA   (United States)

^e UNIVERSITY OF COLORADO   (United States)

Author keywords

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

Indexed keywords

ADULT; ARTICLE; AUTISM; BURNOUT; EVALUATION; FACULTY PRACTICE; FEMALE; HUMAN; JOB STRESS; PHILOSOPHY; PRIORITY JOURNAL; SCHOOL STRESS; TEACHER; TEACHING;

ADULT; BURNOUT, PROFESSIONAL; CHILD; CHILD DEVELOPMENT DISORDERS, PERVASIVE; CHILD, PRESCHOOL; EDUCATION, SPECIAL; FACULTY; FEMALE; HUMANS; MALE; PROFESSIONAL COMPETENCE; QUESTIONNAIRES; SCHOOLS; STUDENTS;

EID: 84879501177     PISSN: 01623257     EISSN: 15733432     Source Type: Journal    
DOI: 10.1007/s10803-012-1573-1     Document Type: Article

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