Transforming strain into strength: Alleviating stress and burnout in special education teachers with ACT matrix intervention

Abstract

This study aimed to evaluate the effectiveness of the ACT Matrix in enhancing values-based behaviors and psychological flexibility among special education teachers, with a focus on alleviating self-reported stress and burnout. Using a mixed concurrent and non-concurrent multiple probe design, data were collected on in-session and out-session value-driven behaviors. In-session data were documented via a paper copy of the ACT Matrix, while out-session data were captured through a mobile application. The training spanned five weekly sessions, followed by a two-week post-study phase with continued data collection. Assessments were conducted at baseline, post-intervention, and during follow-up, focusing on burnout, stress, and psychological flexibility. Results indicated successful increases in the identification of both toward and away moves during sessions. Notably, out-session results showed a significant increase in toward moves for two participants, alongside a consistent decrease in avoidance behaviors, suggesting a sustainable impact of the training beyond the immediate intervention. Psychological flexibility and stress measures improved markedly from baseline to intervention for two participants, while burnout effects were mixed. Participants also rated the training as socially valid. The study discusses the implications of using ACT to reduce stress and burnout within behavior analysis framework.