The shortage of special education teachers in the United States is a major concern. Special educators indicate a decreased level of job satisfaction and high levels of stress as major contributing factors. Existing interventions to lower the rate of attrition of special educators focus on mentoring and coping strategies to manage stress and reduce symptoms. Using a quantitative quasi-experimental design, three special educators of students with severe disabilities and behaviors were briefly exposed to an Acceptance and Commitment Therapy (ACT) intervention for 30 minutes over the course of eight weeks. Participants were surveyed during baseline and after the intervention to determine if brief exposure to an Acceptance and Commitment Therapy (ACT) intervention impacted the subjects' level of job stress, job satisfaction, and prosocial behaviors in the workplace. The results indicated that brief exposure to Acceptance and Commitment Therapy (ACT) interventions for special educators of students with severe disabilities and behaviors impacted their level of job stress, but did not impact job satisfaction or prosocial behaviors in the workplace. Future studies are recommended with an increased sample size and participants that include paraprofessionals, therapists and administrators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]