Commitment to Philosophy, Teacher Efficacy, and Burnout Among Teachers of Children with Autism PDF Download
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Author: Heather Kristen Jennett
Publisher:
ISBN:
Category :
Languages : en
Pages : 118
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Book Description
Author: Heather Kristen Jennett
Publisher:
ISBN:
Category :
Languages : en
Pages : 118
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Book Description
Author: Joshua Benjamin Skuller
Publisher:
ISBN:
Category : Special education teachers
Languages : en
Pages : 558
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Book Description
Students with autism require a variety of supports to be successful in classrooms. Because of this, special education teachers need additional training to address these needs along with balancing the demands of the rest of their caseload. This daunting task can often lead to lower levels of efficacy (general teaching and personal teacher) and increased levels of burnout. The Teacher Efficacy Scale-Short Form (Hoy & Woolfolk 1993), Teacher Burnout Scale (Seidman & Zager, 1987), and Autism Attitude Scale for Teachers (Olley et al., 1981) were chosen for this study. The Olley et al. work was modified to reflect current trends in language, remove efficacy-based questions, and add several new questions; the scale was renamed the Teachers' Attitudes about Autism Scale. The final questionnaire, Autism Education Survey (AES), consisted of the three scales plus environmental factors. The central research question reflects the purpose of this study: What is the effect of teacher efficacy and teacher burnout on educators' attitudes towards students with autism? After human subjects approval, the survey was administered to the 684 teachers who fit the profile, those special education teachers in a large urban district in a south central state who held LBD and moderate/severe disability certificates; 267 (39%) responded. Descriptive statistics; psychometric work (factor analysis, Cronbach's alpha, and interscale correlations), and multiple regression were conducted. The results for Research Question 1 demonstrated that the environmental factors are essentially independent of attitudes towards autism with the exception of hours spent in an autism workshop. Analysis for Research Questions 2 and 3 revealed that for special education teachers dealing with autism, both general teaching efficacy and personal teacher efficacy were significant for Autism-Inclusion and Autism-Supports. For Teacher Burnout, the Attitudes Towards Students and Coping with Stress were the most significant of the four subscales. In Research Question 3, the hierarchical regressions produced essentially the same results as RQ2, except that the environmental factors (entered first) were basically rendered non-significant when the professional characteristics were added, demonstrating that Teacher Efficacy and Teacher Burnout are the stronger predictors of teachers' attitudes about autism. The implications of the results are discussed.
Author: Lani Florian
Publisher: SAGE
ISBN: 1446296997
Category : Education
Languages : en
Pages : 1041
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Book Description
The second edition of The SAGE Handbook of Special Education provides a comprehensive overview of special education, offering a wide range of views on key issues from all over the world. The contributors bring together up-to-date theory, research and innovations in practice, with an emphasis on future directions for the role of special education in a global context of inclusion. This brand new edition features: " New chapters on families, interagency collaboration and issues of lifelong learning " The UN Convention on the Rights of Persons with Disabilities " Policy reform proposals " Equity and social justice in education " The impact of new thinking on assessment " Issues and developments in classification " The preparation and qualifications that teachers need The Handbook′s breadth, clarity and academic rigour will make it essential reading for researchers and postgraduate students, and also for practitioners, teachers, school managers and administrators.
Author: Christopher McCarthy
Publisher: IAP
ISBN: 1617359173
Category : Self-Help
Languages : en
Pages : 394
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Book Description
This book is the latest volume in the Research on Stress and Coping in Education series. The authors present original research and current theory regarding the realities of coping with the stresses of teaching. The chapters highlight working conditions for teachers around the globe and the processes and strategies that teachers use to survive and thrive in their daily work with students, families, and educational administrators. Both stress researchers and educational policy makers will find the chapters offer insights into sources of stress for teachers, strategies for stress prevention and coping, and the negative consequences that stress can have on teacher retention. Researchers from Norway, Turkey, Greece, the United States, the Netherlands, Germany, Russia, Italy, and China illustrate through a variety of research methods both the centrality of cultural context and the commonalities of teacher experiences around the world.
Author:
Publisher:
ISBN:
Category : Medicine
Languages : en
Pages : 2432
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Book Description
Vols. for 1963- include as pt. 2 of the Jan. issue: Medical subject headings.
Author: Mary Gutman
Publisher: Springer Nature
ISBN: 3031255844
Category : Education
Languages : en
Pages : 499
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Book Description
This open access book offers in depth knowledge on the challenges and opportunities offered by the inclusion of minority teachers in mainstream educational settings from an international perspective. It aims to be a unique and important contribution for scholars, policy-makers, and practitioners considering the complexities brought about by global trends into national/local educational systems and settings. It will also serve to guide future research, policy, and practice in this important field of inquiry. The work will contribute answers to questions such as: How do immigrant/minority teachers experience their work in mainstream educational settings?; How do mainstream shareholders experience the inclusion of immigrant/minority teachers in mainstream educational settings?; What is the effect of the successful (and/or unsuccessful) integration of minority teachers and teacher educators into mainstream education settings?.
Author: Jonathan Tarbox
Publisher: Springer Science & Business Media
ISBN: 1493904019
Category : Psychology
Languages : en
Pages : 658
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Book Description
Current rates of autism diagnoses have been cause for concern and research as well as rumor and misinformation. Important questions surround the condition: how early can an accurate diagnosis be made? At what age should intervention start? How can parents recognize warning signs? And what causes autism in the first place? There are no easy answers, but the Handbook of Early Intervention for Autism Spectrum Disorders gives researchers, practitioners, and academics the science and guidance to better understand and intervene. Background chapters survey the history of professional understanding of the disorders and the ongoing debate over autism as a single entity or a continuum. Chapters on best methods in screening, assessment, and diagnosis reflect the transition between the DSM-V and older diagnostic criteria. And at the heart of the book, the intervention section ranges from evidence-based strategies for developing core skills to ethical concerns, cultural considerations, and controversial treatments. Included in the Handbook's broad-based coverage: Designing curriculum programs for children with autism spectrum disorders (ASD). Mainstream education for children with ASD. Teaching independent living skills to children with ASD. Social skills and play. Behavioral and mental health disorders in children with ASD. Training and supporting caregivers in evidence-based practices. Teaching cognitive skills to children with ASD. The Handbook of Early Intervention for Autism Spectrum Disorders is a comprehensive reference for researchers, professors, and graduate students as well as clinicians and other scientist-practitioners in clinical child and school psychology, child and adolescent psychiatry, social work, rehabilitation, special education, and pediatric medicine.
Author: Scott J. Hunter
Publisher: Cambridge University Press
ISBN: 1139463233
Category : Psychology
Languages : en
Pages : 508
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Book Description
Pediatric neuropsychology is the practice of understanding and elucidating brain-behavior relationships as applied to children and adolescents. This 2007 volume examines trends in the assessment and treatment of common disorders including traumatic brain injuries, brain tumors, epilepsy, and autistic spectrum disorders. Its primary aim is to help practitioners and researchers identify and understand the evidence to support interventions with a range of acquired or congenital neuropsychological disorders. The text is divided into three sections. Section one provides a foundation by considering general issues relevant to assessment and treatment in pediatric neuropsychology. Section two guides practitioners in their approach to the use of interventions in a range of conditions and disorders, and the book closes with a section focusing on medical and experimental initiatives with an emphasis on interdisciplinary issues. This book is essential reading for pediatric neuropsychologists, child clinical psychologists and school psychologists, as well as pediatric neurologists and psychiatrists.
Author: Lisa A. Ruble
Publisher: Springer Science & Business Media
ISBN: 1461423325
Category : Psychology
Languages : en
Pages : 296
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Book Description
Rising numbers of young children diagnosed with autism spectrum disorders means more students with ASD entering pre-school and the elementary grades. For these young learners, individualized instruction toward measurable goals is crucial to effective education. The COMPASS program—Collaborative Model for Promoting Competence and Success for Students with Autism Spectrum Disorders—has been developed to improve outcomes for these students in the unique context of their lives. Collaborative Model for Promoting Competence and Success for Students with ASD builds consulting and ASD knowledge competencies while working with families and teachers in a systematic, empirically supported consultation program. The book offers a framework for individualized assessment and program planning based in students’ life experiences along with family and teacher input. At the same time, its two-tiered consultation/coaching strategy is designed to minimize the setbacks that occur even in optimal family and classroom situations. Protocols, scripts, forms, and case examples are included for a complete guide to facilitating successful learning. Featured in the text: Theory and rationale behind COMPASS. Self-evaluation tools for assessing core skills and competencies. Guidelines for writing effective Individual Education Programs and the COMPASS Action Plan. Detailed instructions for implementing Action Plans and monitoring progress. Case studies of the COMPASS program in real-life situations. A complete kit of forms, scales, and checklists. Practitioners working with children with ASD, particularly in child and school psychology, special education, rehabilitation, social work, speech pathology, and developmental psychology, will find in Collaborative Model for Promoting Competence and Success for Students with ASD a consultation model that empowers teachers, families, and above all, students.
Author: Eric Hollander, M.D.
Publisher: American Psychiatric Pub
ISBN: 1615373047
Category : Medical
Languages : en
Pages : 744
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Book Description
More than 40 years after the official recognition of infantile autism in DSM-III, advances continue to be made in our understanding of the possible causes, assessment and evaluation, and treatment of autism spectrum disorder (ASD). With contributions by dozens of experts in the field, this second edition of the Textbook of Autism Spectrum Disorders has been updated to reflect the latest research in ASD. Unrivaled in its thoroughness, this volume discusses issues of assessment and evaluation; examines the etiology of ASD and its recognized associations with other medical conditions; analyzes standard and experimental treatments; and delves into social policy issues pertinent to individuals with ASD and those who treat them. With summary points in each chapter and copious lists of recommended readings, this is an indispensable resource for psychiatrists, psychologists, neurologists, social workers, speech therapists, educators, and all others in the continuum of care.
