Melissa A. Sreckovic

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

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.

Promoting Social Competence and Peer Relationships for Adolescents With Autism Spectrum Disorders

This article addresses some of the key considerations and complexities associated with intervening to address social competence and peer relationships of adolescents with autism spectrum disorder (ASD) in middle and high school settings. First, we provide a brief overview of the social context during adolescence for all students. Next, we highlight particular challenges for adolescents with ASD. Then, we discuss potential school-based intervention pathways that appear particularly responsive to these contexts and challenges. Finally, we offer several recommendations for research and practice aimed at improving the social competence and connections of young people with ASD—during high school and into early adulthood.

A Review of Self-Regulated Strategy Development for Writing for Students with EBD.

In this systematic review, we evaluated the evidence base of self-regulated strategy development (SRSD; Harris & Graham, 1992) for writing with students with and at risk for emotional or behavioral disorders (EBD). First, we evaluated the quality of studies identified (n = 13) by applying the quality indicators for single case (Horner et al., 2005) and for group (Gersten et al., 2005) design research. Second, we assessed whether SRSD for writing met the standards as an evidence-based practice for students with or at risk for EBD. All articles met 80% or more of the quality indicators (weighted coding range: 6.17–7.00 for single case design; 3.5–4.0 for group design). Results suggested SRSD for writing met standards as an evidence-based practice for this population. The need for future research and implications for practitioners are posed. Limitations and directions for future inquiry are addressed.

Views from the Trenches: Teacher and Student Supports Needed for Full Inclusion of Students with ASD.

The current prevalence rates for autism spectrum disorder (ASD) coupled with the mandate to provide services to students with disabilities in inclusive classrooms warrants the need to examine the dynamics of inclusion for students with ASD. Focus groups were conducted with special and general educators at the elementary, middle, and high school levels to determine the needs of students with ASD in fully inclusive settings as well as teachers’ needs in facilitating their students’ success. The study was translational in nature by focusing on the practice and daily experiences of teachers for informing professional development. Teachers highlighted the knowledge and skills teachers need for students with ASD to fully benefit from inclusive educational placements. Those included the need to fully understand ASD, differentiation, and social support strategies for students with autism as well as the strong need for increased collaboration between general and special educators.

Falling through the Cracks: Challenges for High School Students with Autism Spectrum Disorder

High school students with autism spectrum disorder (ASD) often struggle in the complex social and academic secondary environment. Current literature suggests postsecondary success is limited for adults with ASD, but little is known about the high school experiences of individuals with ASD that may be impacting their postsecondary outcomes. Focus groups with multiple stakeholders were used to examine challenges facing high school students with ASD and their service providers. Through qualitative analysis, three themes emerged that illuminate challenges posed in the high school setting for students with ASD: (1) inconsistencies, many of which are intrinsic to the secondary environment, (2) difficulties with interpersonal connections, and (3) knowledge/process breakdowns. The findings demonstrate the misalignment or “crack” that exists between the nature of high schools and the needs of students with ASD as they prepare for success in postsecondary environments.

Effects of Coaching on the Implementation of Functional Assessment-Based Parent Intervention in Reducing Challenging Behaviors.

This study examined the effects of coaching on the implementation of functional assessment–based parent intervention in reducing children’s challenging behaviors. A multiple baseline across participants design was used with three parent–child dyads with children between the ages of 2 and 5 years. The intervention consisted of training and delayed coaching to examine the effects of coaching following the training session. Results document that when coaching was provided, parents were able to implement the function-based strategies consistently at a high level, which resulted in the reduction of children’s challenging behaviors. Contributions to the literature, implications, and future directions are discussed.

Smooth Transitions: Helping Students With Autism Spectrum Disorder Navigate the School Day

T EA C H IN G E xc ep ti on al C hi ld re n , V ol . 47 , N o. 1 , pp . 35 –4 5. C op yr ig ht 2 01 4 T he A ut ho r( s) . D O I: 1 0. 11 77 /0 04 00 59 91 45 42 79 4 Mr. Wright, a special educator, and Ms. Gomez, a general educator, were co-teachers in a fifth-grade classroom. A month into the new school year, they recognized that their classroom was not functioning as smoothly as they had hoped. Mr. Wright and Ms. Gomez were comfortable differentiating the curriculum to meet the academic needs of their learners. However, this year, one of their students was struggling. Sara, a student with autism spectrum disorder (ASD), was academically on grade level. However, she was not participating in lessons or interacting with her peers at recess and frequently ended up in tears during the school day. The teachers knew that they needed to make some changes to better support Sara. After collecting data for several days, Mr. Wright and Ms. Gomez recognized that the frequent transitions during their daily class schedule presented a significant challenge for Sara. Transitions often led to a series of time-consuming, reactionary strategies to help Sara get back on task, ultimately affecting the quantity of instruction that she received and the overall quality of her day.

Efficacy of Peer Support Interventions in General Education Classrooms for High School Students With Autism Spectrum Disorder

Even with inclusive general education classrooms, high school students with autism spectrum disorder (ASD) often have few social interactions with classmates. Peer support arrangements hold promise for increasing peer interactions and shared learning within general education classrooms. However, previous evaluations of this intervention have focused narrowly on adolescents with severe intellectual disability. In this pilot study, we examined the impact and social validity of peer support arrangements for four high school students with ASD. All four students increased their social interactions with peers, while academic engagement either increased or maintained for three students. Social validity data from peer partners and students indicated they considered the intervention acceptable. We discuss limitations and offer recommendations for future research and practice aimed at enhancing social connections within inclusive classrooms.

Examining the Efficacy of Peer Network Interventions on the Social Interactions of High School Students with Autism Spectrum Disorder

Developing positive peer relationships is important. Unfortunately, due to challenges in social communication and increased complexity of peer groups during adolescence, many secondary students with autism spectrum disorder (ASD) engage in limited positive social interactions with peers. This study examined the effects of a peer network intervention implemented with three high school students with ASD. A multiple-baseline across participants design was used to evaluate the intervention on initiations and responses to and from students with ASD. The impact on frequency of victimization of students with ASD was also explored. Results indicate peer networks are effective at increasing social interactions of secondary students with ASD and provide preliminary support for the use of peer networks to reduce rates of bullying victimization.