Workshop topics
Workshop training content
TOPICS
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Example training questions: You can choose one of them, or customize the content.
How to increase instructional control, responding and interaction.
How to enhance compliance and increase responsiveness and interaction
Understanding behavior and the function of behaviour, for both mainstream and SEN students.
Understanding the behaviors and functions of mainstream and special needs students.
Behavior management for one SEN student in the classroom: how the head teacher handles challenging behavior and works with teaching assistants in an integrated classroom setting; how the teacher addresses issues promptly and collaborates with teaching assistants.
Understand the skills deficits and prompting strategies for SEN students.
Understanding the skill deficiencies of students with special educational needs and corresponding prompting strategies
Group class behaviour management
整體班級行為管 理技巧
How to fade out support and increase independency in student
如何加強SEN 學童的獨立性，減退老師的提示與協助
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Common Classroom Challenges
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The child seems not to hear instructions, or hears them but does not respond...
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Responds only when the teacher is very close or raises their voice!
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Appears to know the task but completes only part of it or works too slowly?
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Engages briefly in conversation before losing focus or walking away!
Workshop Content
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Classroom vs. One‑to‑One Setting: Analyse how environmental factors and distractions affect student learning and compliance.
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Skill Issues: Understand how specific skill deficits can lead to weaker task compliance in SEN students.
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Behavioural Factors: Explore how behavioural motivation and function influence compliance and participation.
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Questioning Techniques: Examine common questioning styles and how these affect students’ response patterns.
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Error Analysis: Identify frequent teaching errors and discuss how to improve them through appropriate antecedents (instructional methods) and consequences (rewards and outcomes).
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Prompting Strategies: Learn effective teacher prompting techniques and how teachers can collaborate to increase compliance.
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Role‑Play Practice: Practise techniques through hands‑on activities and correct common mistakes.
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Case Analysis: Teachers present real classroom cases; BCBA provides functional analysis, recommendations, and live role‑play demonstrations.
How to increase instructional control, responding and interaction.
How to enhance compliance and increase responsiveness and interaction
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Common classroom challenges
Students show emotional outbursts, refuse to cooperate, feel upset, or throw tantrums.
Workshop Content
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Defining Behaviour: Understand what “behaviour” means and how to describe it accurately.
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Objective Description: Learn to describe behaviour using clear and objective language.
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Behaviour Analysis: Explore how environmental factors, antecedents and consequences influence behaviour.
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Ten‑Question Framework: Use ten guided questions to identify the reasons behind behaviour.
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Functions of Behaviour: Understand the basic behavioural functions — escape, attention, access, and sensory needs.
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Individual Differences: Learn to analyse behavioural differences among students.
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Data Collection: Practise collecting, recording, and interpreting behavioural data.
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Case Analysis & Role‑Play: Teachers share real classroom cases for BCBA analysis, practical suggestions, and live role‑play demonstrations.
Understanding behavior and the function of behaviour, for both mainstream and SEN students.
Understanding the behaviors and functions of mainstream and special needs students.
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Common Classroom
Challenges
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In a class of 30 students, one starts having an emotional outburst — how should the teacher respond?
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How can the class teacher and EA (Education Assistant) cooperate to manage the situation?
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After addressing the behaviour, how can the student be guided to re‑join classroom activities?
Workshop Content
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Identify Causes and Functions: Understand the underlying causes and functions of behaviour.
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Response Strategies: Learn effective responses for different behaviour functions.
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Common Mistakes: Recognise typical handling errors that may sustain or worsen problem behaviours.
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Timing of Intervention: Determine the best timing to address emotional behaviours.
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Handling Severe Behaviour: Learn appropriate methods for managing serious behavioural incidents.
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Reactive Procedures: Practise immediate response techniques and teacher cooperation during incidents.
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Prompting Strategies: Use prompting skills to help students re‑engage in classroom activities.
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Role‑Play Practice: Simulate real classroom scenarios, taking turns to act as the student and the responding teacher.
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Case Analysis: Teachers present real cases for BCBA guidance, behavioural analysis, suggestions, and live role‑play exercises.
Behavior management for one SEN student in the classroom, how head teacher handles the challenging behavior, and work together with teaching assistance.
How can teachers address the behavior of students with special educational needs in an integrated classroom setting, and how can they collaborate with teaching assistants?
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Common Classroom challenges
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Teachers understand the student’s learning goals and expectations, but the student still doesn’t seem to grasp the task — are they day‑dreaming or genuinely confused?
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“Not understanding” can mean many different things, and even “day‑dreaming” can have different causes.
Workshop Content
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Skill Deficits vs. Behaviour Deficits: Explore how both can occur simultaneously, influence each other, and identify examples of skill and behaviour gaps.
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Prompting Strategies: Learn various prompting techniques and how to apply them effectively in different situations.
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Prompt Hierarchies: Understand most‑to‑least and least‑to‑most prompting — when to use direct intervention versus gradual support.
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Task Analysis: Practise breaking down complex skills into smaller, teachable steps.
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Systematic Progression: Learn to increase task difficulty gradually in a structured, step‑by‑step manner.
Understand the skills deficits and prompting strategies for SEN students.
瞭解有特殊教育需要的學生的技能不足和提示策略
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Common Classroom challenges
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Managing a large class often feels overwhelming — students talk to each other, some lose focus, some shouting out, and routines break down easily.
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Teachers may notice attention and compliance vary widely between students, making it difficult to maintain consistent classroom order.
Workshop Content
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Understanding Group Dynamics: Explore how classroom environments influence collective and individual behaviours.
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Setting Clear Expectations: Design fair yet controllable behaviour systems suitable for the whole class.
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Choosing the Right Strategy: Learn the key differences between class‑wide management strategies and how to select the most effective one based on your class’s unique characteristics.
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Reinforcement Systems: Apply varied reinforcement methods and schedules to strengthen motivation — moving beyond the classic “Friday pizza party” approach.
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Preventive Strategies: Implement proactive approaches to prevent disruptions before they occur.
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Behaviour Shaping: Use reinforcement to build and sustain positive group behaviours.
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Teacher Sharing & Case Analysis: Teachers share real classroom examples; BCBA assists in analysing cases, providing practical feedback and solutions.
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Role‑Play Practice: Practise systems and interventions through realistic group scenarios with guidance from a BCBA.
Group class behaviour management
整體班級行為管理技巧
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Common Classroom challenges
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Some students rely heavily on teacher prompts or assistance to complete tasks.
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When support is removed, they may become hesitant, anxious, or stop trying altogether.
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Teachers often wonder how to reduce support without causing frustration or regression.
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Workshop Content
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Understanding Independence: Learn why fostering independence is essential for long‑term learning and confidence in SEN students.
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Understanding Initiation: Reflect on what initiation means for SEN students, and how these skills develop.
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Teacher Self‑Awareness: Recognise that some current teaching behaviours — such as verbal cues, gestures, or reminders — may actually serve as prompts that maintain student dependence.
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Prompt Fading Strategies: Learn systematic methods to gradually reduce prompts and support while maintaining student success.
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Most‑to‑least and least‑to‑most prompting sequences
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Time delay and visual fading techniques
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Motivation and Reinforcement: Use strategies that promote self‑initiation and persistence without over‑reliance on adult help.
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Task Analysis: Break complex tasks into smaller, achievable steps to guide independent learning.
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Data Collection: Track progress objectively to decide when and how to fade assistance.
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Balancing Support and Challenge: Provide enough guidance for success while fostering autonomy.
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Teacher Collaboration: Align strategies among classroom teachers, EAs, and therapists for consistent fading and reinforcement.
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Case Study & Role‑Play: Teachers share real classroom cases; BCBA guides analysis, feedback, and live demonstrations of fading techniques.
How to fade out support and increase independency in student
如何加強SEN 學童的獨立性，減退老師的提示與協助