Personal Statement on Trauma-informed Schools and ABA & Consultation Statement Revisions
(1) Personal Statement on Trauma-Informed Schools
Create a 2 page personalized brief about Trauma and ABA. Include a definition of trauma, how trauma can impact behavior, and specifically outline your view on trauma-informed behavior plans. This should reflect a personal statement that shows your adherence to the science of ABA while simultaneously identifying and validating that trauma does impact behavior. The art of implementing a Behavior Support Plan for a student with a known trauma is a pivotal skill.
• Include and cite (2) two research articles to support the application of evidence-based interventions with students with Trauma
• Attempt to align your research with your pathway: A-individualized research on specific student outcomes; B/C – class or school-wide research on group or systemic outcomes
(2) Consultation Statement Revisions
Revisit your personal consultation statement. Think about this as how you may present yourself to others/administrators in a district if you were to be asked to consult.
Based on readings and research thus far (evidence-based practices, consultation style, MTSS, etc.) make adjustments and/or add to any of the components (be sure it aligns w/ your chosen path). It is expected that this will evolve throughout the course and it will as you continue to practice.
Highlight the areas of change that you made since the first presentation and, at the bottom of your statement, include a brief (1-2 paragraph) rationale for the changes. Walk me through your thought process, why the changes are more reflective of your practice style, and cite readings or course experiences that have influenced your change.
Sample Solution
Trauma is defined as “the emotional response to an extremely distressing event, such as physical or sexual assault, natural disasters and war” (Aldarondo & Williams-Nickelson, 2020). Traumatic events can have a significant impact on the psychological functioning of an individual and this can manifest itself through behavior. Some of these behaviors may be disruptive in nature; for example, students with trauma may present with aggressive outbursts, defiance towards authority figures or refusal to engage in activities. While ABA has traditionally focused on understanding behavior outside of the context of a traumatic event, it must also recognize and acknowledge that trauma can play a role in a person’s ability to learn new skills or follow instructions.
Research has shown that when implementing effective trauma-informed interventions in schools there are beneficial changes observed within classrooms (Green et al., 2017). Behavioral principles found within ABA can provide safe and effective settings for students with histories of trauma by creating clear expectations and consistent reinforcement schedules which allow these students to feel comfortable engaging with their peers and educators alike. In addition to adhering strictly to best practices found within ABA literature, practitioners should take into account factors such as environmental triggers when creating Behavior Support Plans for students who have experienced trauma (Weaver et al., 2020). This will help ensure that any obstacles which may arise from past traumas are addressed accordingly so the student can reach their full potential both academically and emotionally.
In conclusion, implementation of evidence-based interventions informed by ABA principles is essential for providing safe learning environments for individuals who have experienced traumatic events. However, it is important that clinicians also consider any unique needs presented by the client’s history before formulating their customized Behavior Support Plan. Valuing each individual’s experience while recognizing both its strengths and weaknesses is key if we are striving toward truly successful behavioral outcomes after exposure to traumatic experiences.
