The experiences of behavior interventionists who work with children with autism in families’ homes
Bibliographic record
Abstract
This study examined the experiences of 65 behavior interventionists (BIs) who provide 1:1 home-based instruction to children with autism in two Canadian provinces. Dependent variables included occupational stress; the relationships among stress, strain, and coping; the relationship between stress and the characteristics of both challenging families and children with autism; and the most and least rewarding aspects of BIs' jobs. The two most stressful work roles for BIs were role overload (the extent to which job demands exceed personal/workplace resources) and role boundary (the extent to which the individual experiences conflicting role demands at work). Significant relationships were found between coping and both stress and strain; however, coping did not moderate the relationship between stress and strain. Significant correlations were found between BI stress and both sensory-related behaviors and social unrelatedness in children with autism. The implications for the BIs, the families, and the agencies are discussed.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".