| Feedback | Motivation for Participation | Perceived Difficulties and Professional Gaps in Behavior Interventions | Struggles and trial-and-error in the classroom when implementing behavior intervention for students with severe disabilitiesLack of expertise in behavior observation, measurement, data recording and visual analysis, leading to doubts and uncertainty |
| Process for Participation | Acquisition of Evidence-Based Knowledge | Beneficial experience through exposure to the latest information on behavior intervention techniquesAcquisition of evidence-based practices that can be immediately applied in the classroomDeepened learning and practical implementation of behavior intervention strategies |
| Practical Integration of ABA Theory and Practice | Well-structured training integrating applied behavior analysis (ABA) theory with practicalapplicationsAppreciation for the opportunity to gain supervision hours toward a behavior analyst certification |
| Coaching, Feedback and Peer Learning | Effective personalized coaching and performance feedback from supervisors on behavior intervention casesAppreciation for the expertise, enthusiasm and quality instruction provided by supervisors, leading to personal growthAdmiration for fellow teachers’ passion and sense of solidarity in facing similar challenges |
| Implementation with Real Students | Recognizing both the feasibility and challenges of applying behavior intervention in real educational settingsDemanding process of balancing coursework and hands-on practice, while implementing and evaluating behavior intervention plans with real studentsRealization of the importance of antecedent intervention, teaching alternative behaviors, and consequence intervention, along with experiencing small successes in school lifeGaining confidence to apply behavior intervention strategies to many students in the classroom, instead of struggling alone |
| Overcoming Training Challenges | Difficulty managing time for real-time face-to-face practicum during the semesterLearning new technical terms and strategies as a challenge |
| Perception Shift and Stereotype Reduction | Breaking negative stereotypes and biases about behavior intervention through diverse case studies and practical training, making the practicum the highlight of the programExpanded understanding of students’ lives and interests, shifting away from negative perceptions of student behaviorOpportunity to focus on increasing and reinforcing positive replacement behaviors rather than just eliminating problem behaviors |
| Training Outcomes | Changes in Teacher Identity and Self-Efficacy | First-hand experience of how behavior intervention enhances both student engagement in lessons and teacher instructional competencyGrowth in student-teacher relationships and realization that teacher transformation leads to student changeReduction in stress and burden related to planning and executing behavior intervention programsFeeling of improved competence in behavior intervention execution due to support and feedback from supervisors and colleagues |
| Confidence, Motivation and Emotional Empowerment | Shift from skepticism and doubt about behavior intervention to self-confidence and an open-minded approach after experiencing successSense of fulfillment from participating in one of the most enriching and valuable training programs of a teaching careerEmpowerment through small successes, reinforcing the joy of teaching and learningSense of accomplishment in completing the rigorous 150-hour training without giving up, despite the challengesIncreased interest and motivation to continue learning in the field of behavior intervention |
| Professional Growth and Reflective Practice | Transformational experience for special education teachers, encouraging reflection and improvement in teaching methodsRenewed sense of challenge and increased efficacy in an otherwise exhausting teaching careerReassessment and reaffirmation of personal values in special education |