Special Educator Burnout and Fidelity in Implementing Behavior Support Plans: A Call to Action

Autor/in	Garwood, Justin D.
Titel	Special Educator Burnout and Fidelity in Implementing Behavior Support Plans: A Call to Action
Quelle	In: Journal of Emotional and Behavioral Disorders, 31 (2023) 2, S.84-96 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/10634266221099242
Schlagwörter	Stellungnahme; Special Education Teachers; Teacher Burnout; Teaching Conditions; Behavior Modification; Program Implementation; Fidelity; Evidence Based Practice; Intervention; Students with Disabilities; Emotional Disturbances; Behavior Disorders; Functional Behavioral Assessment; Teacher Role; Stress Variables; Paraprofessional School Personnel; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Burnout-syndrom; Burnout; Burnout-Syndrom; Lehrbedingungen; Unterrichtsbedingungen; Behaviour modification; Verhaltensänderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Gefühlsstörung; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Special education teachers have one of the most challenging and stressful jobs in public education, which often leads to increased burnout. High levels of burnout have, in turn, been related to lower levels of fidelity of implementation in delivery of evidence-based behavior interventions. The purpose of this position paper is to (a) propose exploration of several potential malleable factors related to burnout of special educators serving students with and at risk for emotional and behavioral disorders, (b) link those suggestions to theoretical frameworks, (c) discuss the relation between burnout and fidelity, and (d) suggest measures that may be used to pursue this research, with the ultimate goal of helping the field discover means of intervention to remediate and prevent burnout. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01