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

An examination of both shared and differing levels of commitment to the philosophical tenets underlying both the Treatment and Education of Autistic and Related Communication Handicapped Children (TEACH) and the Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) classroom-based approaches among three groups of teachers implementing the programs with a high level of fidelity of implementation, based on data from 53 early care and education teachers North Carolina, Colorado, Florida, and Minnesota working in special education classroom environments
Resource Type:
Reports & Papers
United States
North Carolina; Minnesota; Florida; Colorado

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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