Job Burnout and Work Engagement in Registered Behavior Technicians

Background:

Increases in the prevalence of ASD have resulted in a dramatic increase in the number of individuals receiving services (California Department of Developmental Services, 2007), leading to an increased demand for ASD service providers. One of the largest certified occupational groups providing intervention services to individuals with ASD are Registered Behavior Technicians (RBTs). RBTs are classified as human service professionals (Freudenberger, 1974). As such, RBTs face significant stressors that can be challenging and reduce occupational well-being (Maslach & Jackson, 1981). Although there is great need for training and retaining high-quality RBTs in the workforce, few studies have examined the unique factors that contribute to occupational well-being (i.e., job burnout, work engagement) in RBTs for individuals with ASD.

Objectives:

1) To determine which job demands and resources are significant concurrent predictors of job burnout category in RBTs. 2) To determine which job demands and resources are significant concurrent predictors work engagement in RBTs.

Methods:

The sample includes 311 RBTs (M_age= 27.71 years, SD=7.29) with diverse ethnic/racial backgrounds. Participants were primarily female and held a college degree or higher. Job demands examined included challenging behaviors and low client skill level. Job resources included social resources (i.e., supervision, role clarity), training satisfaction, and training methods. Burnout (i.e., negative emotional response to work-related stress) was measured using the Maslach Burnout Inventory, comprised of three subscales: emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA). Work engagement (i.e., positive, fulfilling work-related state of mind) was measured by the short version of the Utrecht Work Engagement Scale. Multiple ordinal regressions were conducted to examine the relation between job demands, resources, and burnout. Multiple linear regression analysis was conducted to examine the relation between job demands, resources, and work engagement.

Results:

Nearly 45% of RBTs reported levels of EE that identified them as employees with high burnout. Increases in stress from challenging behaviors resulted in greater odds of burnout (high vs. low/moderate EE: OR=1.04, p<.001; (high vs. low/moderate DP: OR=1.04, p<.001). RBTs employed full-time had greater odds of burnout (high vs. low/moderate EE: OR=2.90, p<.001) compared to RBTs employed part-time. Conversely, increases in social support resulted in lower odds of burnout (high vs. low/moderate EE: OR=.98, p=.001). RBTs with matched training styles had lower odds of burnout (high vs. low/moderate EE: OR=.525, p=.012; (high vs. low/moderate DP: OR=.50, p=.027) compared to those with mismatched training styles. Increases in social support (b=.18, p=.001) and training satisfaction (b=.20, p=.001) scores were associated with increases in work engagement scores.

Conclusions:

Findings illustrate that social and training resources are central factors associated with both burnout and work engagement. Companies may reduce the impact of job demands by providing more of these resources, such as through supervision support. Taking these steps may improve occupational well-being not only by preventing and alleviating burnout, but also increasing work engagement in RBTs – ultimately helping to ensure that individuals with ASD consistently receive the services they need.