| Experiences of challenging behaviors and support for behavioral interventions | Case of challenging behaviors | Sensory sensitivity and limited forms of emotional expression, Limited forms of communication |
| Training for behavioral interventions supporting challenging behaviors | Experience in behavioral intervention training, Advantages and disadvantages of training for challenging behavior interventions |
| Responses and limitations in addressing challenging behaviors | Coping with challenging behaviors, Dilemmas arising from coping with challenging behaviors |
| Experiences in providing behavioral interventions for challenging behaviors | Success factors in challenging behavior interventions, Experiences and factors of unsuccessful challenging behavior interventions |
| Enhancing staff competencies | Awareness | Appropriate understanding and acceptance of individuals with disabilities, Egalitarian relationships between service users and staff, Collaboration among team members |
| Methods | System to share experiences among staff, The need to develop on-site customized intervention manuals, The necessity of regular team-based practice-oriented training within institutions, The importance of ongoing consultation and supervisory support |
| Resources | Expansion and appropriate allocation of personnel, Securing and utilizing financial resources, The need for safe and inclusive physical spaces |
| Strategies for improving burnout recovery | Burnout experiences | Safety threats and teacher exhaustion caused by challenging behaviors, Work environment, Demands and expectations from service users’ guardians, Social perceptions of the profession |
| Recovery strategies | Individual level, Organizational level, Policy level |