Boon or Burden: The Effect of Implementing Evidence-Based Practices on Teachers' Emotional Exhaustion.

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TitleBoon or Burden: The Effect of Implementing Evidence-Based Practices on Teachers' Emotional Exhaustion.
Publication TypeJournal Article
Year of Publication2019
AuthorsOuellette, RR, Pellecchia, M, Beidas, RS, Wideman, R, Xie, M, Mandell, DS
JournalAdm Policy Ment Health
Volume46
Issue1
Pagination62-70
Date Published2019 Jan
ISSN1573-3289
Abstract

This study examined the association between (1) beginning-of-the-year emotional exhaustion and use of three evidence-based practices (EBP) for children with autism spectrum disorder; and (2) use of these EBP and end-of-year emotional exhaustion among 46 kindergarden to 2nd grade autism support teachers participating in a randomized trial. Emotional exhaustion was measured at the end and beginning of the school year using a subscale of the Maslach Burnout Inventory. Fidelity was measured using monthly observations, coded by research assistants trained to reliability. Correlations were used to examine unadjusted associations and ordinary least squares regression was used to examine associations adjusted for beginning-of-year burnout, years teaching, and average change in student cognitive functioning. Emotional exhaustion at the beginning of the year was not associated with EBP use. Greater fidelity to each EBP was associated with lower end-of-year emotional exhaustion (coefficients ranging from - .34 to - 1.13, all p's < .05). Results indicate that helping teachers implement EBP with greater fidelity may help reduce burnout, a substantial challenge in the field.

DOI10.1007/s10488-018-0894-6
Alternate JournalAdm Policy Ment Health
PubMed ID30225662
PubMed Central IDPMC6400069
Grant ListR01 MH083717 / MH / NIMH NIH HHS / United States
R25 GM055036 / GM / NIGMS NIH HHS / United States
1R01MH083717 / / National Institutes of Health /
R324A080195 / / Institute of Education Sciences /