Teacher and Child Predictors of Achieving IEP Goals of Children with Autism

Ruble, Lisa A.; McGrew, John H.

doi:10.1007/s10803-013-1884-x

Cited by 80 publications

(80 citation statements)

References 42 publications

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“…The principal with low burnout interacted more with staff and teachers, engaged in more personal dialogue, provided more support, and observed others doing their jobs significantly less than the principal at the school with moderate burnout. The importance of administrative support was corroborated by four studies, each of which found relations between principal support and burnout in the expected direction (Embich, 2001;Ruble & McGrew, 2013;Weber & Toffler, 1989;Zabel & Zabel, 2002). The support SETs received from fellow teachers was inversely correlated with burnout (Weber & Toffler, 1989;Zabel & Zabel, 2002).…”

Section: School Level Factors Associated With Burnoutmentioning

confidence: 87%

“…Irvin et al (2013) reported SET burnout to be inversely correlated with the number of adult words children with ASD were exposed to in that teacher's classroom setting. Also investigating outcomes for students with ASD, Ruble and McGrew (2013) found inverse correlations between teacher emotional exhaustion and student IEP goal attainment and IEP quality. Further, they found emotional exhaustion accounted for 9.3% of the variance in IEP goal attainment.…”

Section: Burnout and Student Outcomesmentioning

confidence: 99%

“…Two studies, both published in 2013, investigated the relationship between burnout and student outcomes (Irvin et al, 2013;Ruble & McGrew, 2013). Unlike the previously reviewed studies that investigated burnout as a dependent variable, these two studies included burnout as the independent variable.…”

Section: Burnout and Student Outcomesmentioning

confidence: 99%

“…SETs with higher levels of emotional exhaustion were less likely to adhere to an intervention targeting students' IEP quality, and teachers experiencing higher levels of depersonalization were dissatisfied with the intervention as well as the coaching they received during the treatment phase of the intervention (Ruble & McGrew, 2013). Although this study is the only instance in the special education literature, the results are corroborated by the finding that higher levels of depersonalization among general education teachers was inversely correlated with teacher self-report of their intervention treatment integrity (Oakes, Lane, Jenkins, & Booker, 2013).…”

Section: Intervention Contextmentioning

confidence: 99%

“…Students of disengaged or exhausted teachers are frequently disruptive, struggle socially and emotionally, and attain their Individualized Education Plan (IEP) goals less frequently-all of which impact academic development (Jennings & Greenberg, 2009;Ruble & McGrew, 2013). Thus, teacher burnout presents a problem for students, their families, and school systems as they attempt to respond to students' academic, behavioral, and social struggles.…”

mentioning

confidence: 99%

See 4 more Smart Citations

Special Education Teacher Burnout: A Synthesis of Research from 1979 to 2013

Brunsting

Sreckovic²,

Lane³

2014

Education and Treatment of Children

329

278

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Teacher burnout occurs when teachers undergoing stress for long periods of time experience emotional exhaustion, depersonalization, and lack of personal accomplishment (Maslach, 2003). Outcomes associated with burnout include teacher attrition, teacher health issues, and negative student outcomes. Special educators are at high risk for burnout as their working conditions align with many factors associated with burnout. In this review, we updated the literature on special education teacher working conditions by reviewing studies (N = 23) that (a) included a quantitative measure of burnout and (b) focused on special education teachers as participants. An analysis of the studies reviewed provided a clear base of support for the association between burnout and a range of variables from the individual, classroom, school, and district levels. Bronfenbrenner's (1977) Ecological Model supplied the organizational framework for the range of variables. Teacher experience, student disability, role conflict, role ambiguity, and administrative support were particularly salient factors in special education teacher burnout. Important gaps in the research are discussed, future directions for researchers are outlined, and implications for teachers and other practitioners are provided.

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Section: School Level Factors Associated With Burnoutmentioning

confidence: 87%

Section: Burnout and Student Outcomesmentioning

confidence: 99%

Section: Burnout and Student Outcomesmentioning

confidence: 99%

Section: Intervention Contextmentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

Special Education Teacher Burnout: A Synthesis of Research from 1979 to 2013

Brunsting

Sreckovic²,

Lane³

2014

Education and Treatment of Children

329

278

View full text Add to dashboard Cite

show abstract

Educational classifications of autism spectrum disorder and intellectual disability among school‐aged children in North Carolina: Associations with race, rurality, and resource availability

et al. 2021

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Disparities exist in the recognition of autism spectrum disorder (ASD) and intellectual disability (ID) in racial/ethnic minorities in the United States. This study examined whether rurality, race/ethnicity, and low resource availability are associated with disparities in primary educational classifications of ASD and ID in North Carolina (NC). Descriptive maps were created. Multilevel logistic regression models examined two separate outcomes (mild ID vs. ASD; moderate/severe ID vs. ASD). For the interaction term included in the model (race/ethnicity and residence), predicted probabilities were estimated and plotted. The effects of other covariates were also estimated. Rural counties had fewer students with ASD and a greater number of students with ID compared to urban counties. The majority of students with ASD were non‐Hispanic Whites, while the majority of students with ID were non‐Hispanic Blacks. Compared to non‐Hispanic White students, non‐Hispanic Black students were overrepresented in the ID classification and underrepresented in the ASD classification across urban and rural areas. Indicators of low resource availability were also associated with higher probabilities of ID vs. ASD classification. Differences in primary educational classification based on urban–rural divide, race/ethnicity, and resource availability are important to understand as they may point to disparities that could have significant policy and service implications. Because disparities manifest through complex interactions between environmental, socioeconomic and system‐level factors, reduction in these disparities will require broader approaches that address structural determinants. Future research should utilize disparity frameworks to understand differences in primary educational classifications of ASD and ID in the context of race/ethnicity and rurality. Lay Summary Rural counties in North Carolina had fewer students with ASD and a greater number of students with ID compared to urban counties. Compared to non‐Hispanic White students, non‐Hispanic Black students were over‐represented in the ID educational classification and underrepresented in the ASD classification. Differences in classification of ASD and ID based on urban–rural divide, race/ethnicity, and resource availability may point to disparities that could have significant policy and service implications. Autism Res 2021, 14: 1046–1060. © 2021 International Society for Autism Research, Wiley Periodicals LLC.

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Predictors of individual differences in minimally verbal peer communication exchanges following peer‐oriented social intervention

Kedar

Bauminger‐Zviely

2022

Autism Research

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School-age children on the autism spectrum who are minimally verbal (MVAS) use a limited repertoire of spontaneous communicative spoken words and reveal large heterogeneity in cognitive functioning. Despite the challenges to form peer social engagement posed by their unique social-communicative profile, few interventions have targeted peer interactions in the MVAS population. This study explored predictors of individual differences in treatment response among 54 school-age minimally verbal autistic children (8-16 years) following an RCT "school-based peer social intervention" (S-PSI) that compared two peer-oriented intervention modalities (conversation versus collaboration) versus a waitlisted control group. We examined autistic-symptom severity, age, verbal and nonverbal IQ, executive functions, and sensory-processing profile for their contribution to children's ability to form relevant spontaneous communication exchanges with a peer partner. Main findings revealed that larger deficits in sensory-processing (sensory-avoidance and sensory low-registration) and in executive functions contributed to greater growth in "relevant" (i.e., adequately attuned, participatory, reciprocal) communication following both interventions, but not for the waitlisted controls. Additionally, older participants with lower verbal and nonverbal IQ improved communication's relevancy more after the conversation intervention, whereas the collaboration intervention was more beneficial for younger participants. Lower autistic-symptom severity contributed to larger growth in relevancy for all groups. By identifying individual-level predictors of spontaneous, attuned, participatory, and reciprocal (i.e., "relevant") communication exchanges with peers, we optimized S-PSI personalization for this uniquely nonverbal, heterogeneous MVAS population. These new channels for tailoring peer interventions to better meet individuals' needs may result in reduced social isolation and loneliness and enhanced well-being. Lay SummaryWe examined cognitive-developmental-sensory and diagnostic predictors of individual differences in children's ability to form relevant spontaneous peer communication exchanges, following "school-based peer-social intervention" (S-PSI) targeting minimally verbal autistic children (<30 words). Unexpectedly, treated children with greater sensory-processing and executive-function challenges made

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Teacher and Child Predictors of Achieving IEP Goals of Children with Autism

Cited by 80 publications

References 42 publications

Special Education Teacher Burnout: A Synthesis of Research from 1979 to 2013

Special Education Teacher Burnout: A Synthesis of Research from 1979 to 2013

Educational classifications of autism spectrum disorder and intellectual disability among school‐aged children in North Carolina: Associations with race, rurality, and resource availability

Predictors of individual differences in minimally verbal peer communication exchanges following peer‐oriented social intervention

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