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

Autor: Pollack MS; Department of Special Education, Peabody College at Vanderbilt University, Box 228 Peabody College, 230 Appleton Place, Nashville, TN 37203 USA., Lloyd BP; Department of Special Education, Peabody College at Vanderbilt University, Box 228 Peabody College, 230 Appleton Place, Nashville, TN 37203 USA., Doyle LE; Department of Special Education, Peabody College at Vanderbilt University, Box 228 Peabody College, 230 Appleton Place, Nashville, TN 37203 USA., Santini MA; Department of Special Education, Peabody College at Vanderbilt University, Box 228 Peabody College, 230 Appleton Place, Nashville, TN 37203 USA., Crowell GE; Department of Special Education, Peabody College at Vanderbilt University, Box 228 Peabody College, 230 Appleton Place, Nashville, TN 37203 USA.
Jazyk: angličtina
Zdroj: Behavior analysis in practice [Behav Anal Pract] 2024 Jan 26; Vol. 17 (3), pp. 709-726. Date of Electronic Publication: 2024 Jan 26 (Print Publication: 2024).
DOI: 10.1007/s40617-023-00893-y
Abstrakt: Students with emotional/behavioral disorders (EBD) commonly engage in both externalizing and internalizing behaviors-a behavioral profile that has been connected to childhood trauma. Although the efficacy of function-based interventions for students with EBD has been documented, the extent to which these interventions align with principles of trauma-informed care (TIC) is unknown. We conducted a systematic review of function-based intervention studies for students with EBD to evaluate whether and how these interventions incorporated critical elements of TIC. We identified 56 articles that met the eligibility criteria and used an iterative process to identify intervention practices consistent with each of six pillars of TIC, then evaluated the extent to which interventions in the study sample incorporated these practices. Despite identifying 45 function-based intervention practices aligned with pillars of TIC, we found most of these practices were absent in most interventions. We identified teaching skills , building healthy relationships , and including family, culture, and community as three pillars of TIC that warrant more attention when developing function-based interventions for students with EBD. For pillars of TIC that lack a strong empirical foundation in behavior analysis, we point to related literatures and disciplines with potential to inform next steps in behavior analytic research and practice.
Competing Interests: Conflicts of interestThe authors have no competing interests to declare that are relevant to the content of this article
(© Association for Behavior Analysis International 2024. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.)
Databáze: MEDLINE
Externí odkaz: