Are Function-Based Interventions for Students with Emotional/Behavioral Disorders Trauma Informed? A Systematic...

Area of Science:

• Behavioral Psychology
• Educational Psychology
• Child Psychology

Background:

• Students with emotional/behavioral disorders (EBD) often exhibit externalizing and internalizing behaviors linked to childhood trauma.
• Function-based interventions are effective for EBD, but their alignment with trauma-informed care (TIC) principles is unclear.

Purpose of the Study:

• To systematically review function-based interventions for students with EBD.
• To evaluate the extent to which these interventions incorporate critical elements of trauma-informed care (TIC).

Main Methods:

• Conducted a systematic review of 56 eligible studies on function-based interventions for students with EBD.
• Used an iterative process to identify intervention practices aligned with six pillars of TIC.
• Assessed the incorporation of these practices within the reviewed interventions.

Main Results:

• Identified 45 function-based intervention practices consistent with TIC pillars.
• Found that most identified TIC-aligned practices were largely absent in the reviewed interventions.
• Highlighted 'teaching skills,' 'building healthy relationships,' and 'including family, culture, and community' as key areas for improvement.

Conclusions:

• Function-based interventions for students with EBD need greater integration of trauma-informed care (TIC) principles.
• Future research should focus on developing and evaluating interventions that incorporate TIC pillars, particularly those related to skill-building and socio-familial support.
• Leveraging insights from related disciplines can inform behavior analytic research and practice for trauma-affected students.