Department of Psychology, University of Miami, 5665 Ponce de Leon Blvd, Coral Gables, FL 33146, USA.
J Autism Dev Disord. 2013 Feb;43(2):345-60. doi: 10.1007/s10803-012-1573-1.
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.
在一个样本为 53 名教师的研究中，对课堂模型理念的教师承诺和倦怠进行了探讨，这些教师在自闭症学生中高水平地实施了三种学前模型：自闭症及相关沟通障碍儿童的治疗与教育（TEACCH）；幼儿学习经验与替代方案及其家长（LEAP）；以及高质量的特殊教育课程（HQSEP's）。与其他组相比，LEAP 教师报告了对 LEAP 理念的承诺显著更高，而 TEACCH 教师对 TEACCH 理念的承诺水平并没有显著提高。HQSEP 的教师对 TEACCH 和 LEAP 的承诺水平相似。与规范数据相比，该样本的倦怠程度也较低到中等。讨论了对学区和教师的影响。
