Cost-effective models for delivering behaviour analysis teaching in UK schools and local authorities

Education programmes based on behaviour analysis are often used to teach children with learning disabilities. A common application of behaviour analysis is Early Intensive Behaviour Intervention (EIBI), which is evidence-based, but most children in the UK do not have access to this approach. EIBI is usually implemented for 30 to 40 hours per week, over two years. High levels of supervision from behaviour analysts are essential to ensure EIBI's effectiveness. A recent cost-effectiveness study concluded that EIBI was not cost-effective: while the children make progress relative to treatment as usual, the outcomes did not justify the cost of the intervention. Other low-cost models of delivery need to be considered. School-based models used in the UK may provide cost-effective and sustainable ways to use applied behaviour analysis in schools. They could be used in other local authorities to increase access to an education that includes behaviour analysis.     

Parents' experiences of applied behaviour analysis (ABA)‐based interventions for children diagnosed with autistic spectrum disorder

Applied behaviour analysis (ABA)‐based programmes are endorsed as the gold standard for treatment of children with autistic spectrum disorder (ASD) in most of North America. This is not the case in most of Europe, where instead a non‐specified ‘eclectic’ approach is adopted. We explored the social validity of ABA‐based interventions with 15 European families who had experience with home‐based, mainly self‐managed, ABA‐based programmes for their own child/ren with ASD. The results of the study highlighted the overwhelmingly positive impact that ABA‐based interventions had on their children in areas such as social skills, challenging behaviour, communication, gross and fine motor skills, concentration, interaction, independence, overall quality of life and, most importantly, a feeling of hope for the future. Implications for European policy on ASD are discussed.     

教师职业倦怠与教师的心理健康教育

文章探讨了教师职业倦怠对教师心理健康的影响 ,并进一步阐述了引发教师职业倦怠的压力源 ,在此基础上提出若干建议以供教师心理健康教育参考。     

Lost in Translation: Public Policies,Evidence-based Practice,and Autism Spectrum Disorder

Prevalence rates of autism spectrum disorder have risen dramatically over the past few decades (now estimated at 1:50 children). The estimated total annual cost to the public purse in the United States is US$137 billion, with an individual lifetime cost in the United Kingdom estimated at between £0.8 million and £1.23 million depending on the level of functioning. The United Nations Convention for the Rights of Persons with Disabilities has enshrined full and equal human rights—for example, for inclusion, education and employment—and there is ample evidence that much can be achieved through adequate support and early intensive behavioural interventions. Not surprisingly, most governments worldwide have devised laws, policies, and strategies to improve services related to autism spectrum disorder, yet intriguingly the approaches differ considerably across the globe. Using Northern Ireland as a case in point, we look at relevant governmental documents and offer international comparisons that illustrate inconsistencies akin to a “postcode lottery” of services.     

高职院校辅导员职业倦怠现状分析及对策——以新疆职业院校为例

本研究通过问卷调查发现辅导员职业倦怠情况已经普遍存在,被调查高职院校的辅导员在情绪衰竭、去个性化和少成就感程度较高。这表明新疆高职院校辅导员在整体上出现了比较明显的职业倦怠倾向。本文从学校和个人两方面着手,提出缓解高职院校辅导员职业倦怠,提高其心理健康水平的对策和建议。     

关键性技能训练法：ABA应用于自闭症儿童教育干预的新方向

应用行为分析对自闭症儿童的干预,既包括传统的分段回合教法,也包括具有新特色的关键性技能训练法。目前,中国国内鲜有对自闭症儿童关键性技能训练法方面的研究与实践。本文系统地介绍和分析关键性技能训练法的理论特色和主要操作技巧,并讨论分段回合教法和关键性技能训练法的共性与特色,以期为相关机构和人员提供参考和借鉴。     

Predicting teacher burnout as a function of school characteristics and irrational beliefs

Irrational beliefs have been linked to negative unhealthy emotions that can contribute to occupational burnout. Maladaptive cognitive schemas, such as irrational beliefs, are theorized to interfere with an appraisal of the perceived balance of resources and demands. The aim of the current study is to investigate the extent to which irrational beliefs account for occupational burnout among high school teachers when considering school resources, job demands, and teacher characteristics. A sample of 79 high school teachers, primarily from New York and New Jersey, completed self‐report questionnaires measuring burnout, the perception of school demands and availability of resources, and irrational beliefs. Among school‐based characteristics, correlational analyses indicated that burnout was positively related to school demands (i.e., student disrespect and student lack of attentiveness) and negatively related to school resources (i.e., support from the administration and colleagues), supporting previous research findings. Among teacher characteristics, burnout was negatively related to self‐efficacy and positively related to irrational beliefs. Results from regression analyses indicated that, whereas irrational beliefs were predictive of teacher burnout, they did not moderate the relationship between demands and burnout. Implications, limitations, and directions for future directions for research are discussed.     

Conceptions of assessment and teacher burnout

Teacher burnout is an important phenomenon that affects the education system and society as a whole. Assessment represents a form of stress for teachers, and this study explores the association between teachers’ assessment-related beliefs and their burnout level. To this end, the Teachers’ Conceptions of Assessment (TCoA) inventory along with the Maslach Burnout Inventory were administered to a sample of Iranian teachers of English language. Multiple correspondence analysis and multiple regression analysis were employed for data analysis. The results reveal a significant relationship between TCoA and the three dimensions of burnout (emotional exhaustion, depersonalisation and reduced personal accomplishment). It is similarly found that conceiving of assessment as irrelevant to the life and work of teachers and learners is the best predictor of Depersonalisation and Personal Accomplishment, whereas Student Accountability is the best predictor of Emotional Exhaustion. Finally, the results are discussed and implications are provided in the context of education.     

Coping strategies and burnout in staff working with students with special educational needs and disabilities

Research on special educator burnout has predominantly focused on demographic, environmental and situational factors, with few studies exploring individual characteristics. This cross-sectional self-report study focused on coping strategies as predictors of burnout among Special Educational Needs and Disabilities (SEND) staff. The survey results from 169 participants showed that emotional coping predicted greater levels of burnout. In addition, avoidance coping predicted higher levels of disengagement, whereas rational coping predicted lower levels of disengagement. These results emphasize the importance of examining individual characteristics in SEND staff burnout. This would have implications for monitoring and addressing the psychological wellbeing of SEND staff.     

中小学体育教师职业倦怠与心理资本关系研究——以河南省“国培计划”教师为例

通过对近两年参加河南省"国培"的中、小学体育教师进行职业倦怠和心理资本测试,并对职业倦怠与心理资本之间关系进行分析,试图通过心理资本的干预达到干预职业倦怠的目的.研究结果表明:体育教师职业倦怠水平不高,心理资本水平中等偏上,职业倦怠维度受性别、年龄等人口统计学因素的影响,心理资本及其4个维度分别与职业倦怠及其3个维度有负相关关系,且大多数都达到显著性差异.在此基础上,提出通过干预心理资本,改善中小学体育教师职业倦怠现状策略.     

The professional role and exercise of the role of educational assistance professionals in schools with School Integration Programs in Chile

The incorporation of health professionals into inclusive schools is increasingly necessary. However, the work of these professionals has not yet been studied globally. This qualitative research analyses the perceptions of speech therapists, psychologists, physical therapists and occupational therapists on the role that educational policy defines for working in schools with School Integration Programmes in Chile. Through chain sampling, 52 professionals were interviewed. The data were analysed inductively through thematic analysis. The results show that the role defined by policies for professionals is not in line with the needs of schools and the aspirations of the inclusive approach. The exercise of the role emerges as a distinct entity from the defined role that seems to be more responsive to the needs of schools and students. Interviewees described tensions related to the role in schools, professional training, working conditions and contextual features that would permeate the role that the policy mandates them to play. The findings of the study promote new research horizons related to the role of professional assistants, where research is still incipient worldwide, and invite reflection on the importance of designing education policies with a bottom-up approach to capture the needs presented by learners and professional teams.     

Effects of Video Self-modelling Interventions on Reducing Task Avoidance Behaviours of Students with Autism Spectrum Disorders

This study investigated the effects of video self-modelling (VSM) on reducing task avoidance behaviours of four elementary-aged students with autism spectrum disorders. A multiple-probe design across participants showed that the performance of two of the four participants was positively changed immediately after the VSM interventions were implemented. The performance of one participant did not change positively until the original VSM was modified. The performance of another participant was not improved even after the modified VSM was implemented. In addition, improved attentiveness to the video did not necessarily lead to positive effects of the VSM interventions.     

The relationship between teacher stress and burnout in Hong Kong: positive humour and gender as moderators

In this study, we report on the relationship between positive humour and burnout among 379 secondary school teachers in Hong Kong, and explore whether the relationship varies according to gender. The moderating effects of both affiliative and self-enhancing humour on each burnout component were then examined. High affiliative and self-enhancing humour were found to be associated with lower emotional exhaustion and depersonalisation but higher personal accomplishment. Further, the results indicated that low levels of affiliative and self-enhancing humour were related to more depersonalisation among females than among males. The results also partially supported the stress-moderating hypothesis, as affiliative humour was found to buffer the stress–depersonalisation relationship in this sample. These findings suggest that schools can design continuing education programmes based on the use of positive humour in helping teachers to cope with burnout.     

An emotion focused approach in predicting teacher burnout and job satisfaction

This study aimed to find out the correlations between in-service teachers’ emotional, burnout and job satisfaction in Turkey. To this end, the Teacher Emotion Inventory (TEI), Job Satisfaction Questionnaire and Maslach Burnout Inventory were administered to 564 in-service teachers in a wide range of disciplines. According to confirmatory factor analysis, the five-factor model of TEI was successfully confirmed within the current study. In addition, joy and love dimensions exhibited positive correlations with job satisfaction. The love and fear dimensions significantly predicted job satisfaction with a medium effect. Love, sadness, and fear dimensions significantly predicted teachers’ burnout with a medium effect.     

The moderating role of resilience in the relationship between academic burnout and the perception of psychological health in nursing students

Abstract

The objective of this study was to analyse the role of resilience in the dimensions of academic burnout syndrome and psychological health in a sample of nursing students. A battery of questionnaires was administered to 218 nursing students, all of whom were in the second year of their degree at the University of Murcia (Spain). The applied protocol used the CD-RISC 10 scale for the measurement of resilience, the burnout scale MBI, and the GHQ-12 questionnaire to assess psychological health. The findings showed a significant relationship between resilience and burnout, emotional exhaustion, and self-efficacy, as well as with psychological health. Moreover, three burnout dimensions were found to be significantly linked to psychological health in the way we had predicted. Regression analysis indicated the moderating role of resilience on psychological health in emotionally exhausting situations. We conclude that the psychological characteristic resilience moderated the effect of emotional exhaustion on the psychological health of the students. The practical implications of the results are discussed in order to introduce measures for the proper training of nursing students for professional practice; we also make several suggestions for future research in this field.     

Integration of physical health and sensory processing assessment for children with autism spectrum disorder in schools

Individuals with autism spectrum disorder (ASD) often undergo various assessments and evaluations as part of the diagnostic process, identification and classification for special education eligibility, and continued progress monitoring for skill growth. Such evaluations may include cognitive, social and emotional, behavioral, and speech evaluations, among other skill and ability assessments. One other area for assessment that clinicians may consider examining when working on evaluations for individuals with ASD includes the integration of assessments capturing physical and sensory needs. Physical health identifiers that may be included in such evaluations cover physical exercise, sleep, diet and food sensitivities, and elimination. Additionally, sensory evaluations may consider auditory, olfactory, taste, tactile, vestibular, and proprioceptive sensory abilities and needs. This practitioner-focused chapter includes a brief review of each of the aforementioned physical and sensory abilities and their connection to ASD. Further, implications for practitioners in their assessment of ASD are explored with practical tips and recommendations for providers to use for their future assessments for ASD.     

高校辅导员职业倦怠实证调查及对策

高校辅导员是大学生健康成长的指导者和引路人,辅导员职业倦怠会影响到思想政治教育的效果。我们可以从学校的重视与关怀、构建良好的师生关系、提升自我效能感等方面来解决这一问题。     

小学生学习倦怠的成因及对策研究

近年来国内外的学者对学习倦怠的研究越来越多,但国内的研究多集中在大学生和中学生身上,对小学生关注相对较少。因此,本研究将以河北省邯郸市邯山区实验小学的小学生为研究对象,进一步了解小学生学习倦怠的现状。提出具有针对性的缓解策略,为改善学习倦怠状况、增强学生心理健康提供进一步的理论指导。     

Exploring coping and optimism as predictors of academic burnout and performance among university students

This study examined the relationship between coping strategies, dispositional optimism, academic burnout and academic performance using structural equation modelling. Data were collected from a sample of 532 Spanish undergraduate students. Participants completed a battery of questionnaires including the LOT-R to assess optimism, CSI for the measurement of coping (adaptive and maladaptive coping strategies), and MBI-SS to evaluate academic burnout (exhaustion, cynicism, and efficacy). Academic performance was evaluated by the grade point average (GPA). The results showed that academic burnout was directly and positively associated with maladaptive coping but directly and negatively explained by adaptive coping. In addition, emotional exhaustion was significantly and negatively predicted by optimism. Finally, academic performance was significantly predicted by academic burnout. In conclusion, the findings suggest that both adaptive coping and optimism help to prevent academic burnout and, therefore, positively affect academic performance. Implications for intervention and future research are discussed.