Association for Behavior Analysis International

Behavior analytic interventions and procedures implemented in the school setting have historically relied on reactive, coercive and compliance tactics to decrease behaviors that might be contraindicated in promoting an appetitive learning environment. When school staff incorporate antecedent-based procedures that align with the principles of trauma-informed care with all students, it increases the likelihood that individuals with diverse needs will be supported and integrated into their school community. By infusing procedures that embed the principles of trauma-informed care into all three tiers of the multi-tiered system of support, we can create a trauma-sensitive environment that increases options for less intensive support without assessing student's exposure to adverse childhood experiences (Goldenthal et al., 2024).This can in turn ameliorate staff burnout and administrative resources to address interfering and challenging behaviors in the long run. Panelists will share how they have incorporated supports and interventions that are aligned with the principles of trauma-informed care into the various tiers of their schools’ multi-tiered system of support. The chair will pose questions to panelists organized by the principles of trauma-informed care (Safety; Trustworthiness & Transparency; Peer Support; Collaboration & Mutuality; Empowerment & Choice; And Cultural, Historical & Gender Issues- SAMHSA, 2014) at each tier of support. After panelists have answered the questions posed by the chair for each tier, the chair will set aside 5-7 minutes for audience questions and discussion. The dedicated audience participation time will occur three times during the panel, at the end of each of the three tiers of support.

Those with a depth of understanding as to the history of behavior analysis and the ability to apply the science in a school setting.