Trauma Informed SW-PBS
Why is it Important to Implement Trauma Informed Practices?
According to the Centers for Disease Control (CDC), Adverse childhood experiences (ACEs), such as abuse or neglect, experiencing or witnessing violence, or having a family member attempt or die by suicide, are associated with chronic health problems, mental illness, and substance misuse. In addition, ACEs have been shown to adversely affect educational achievement and future employment opportunities.
The research into Trauma suggests that a safe, predictable, and positive environment coupled with healthy, positive and dependable relationships can positively impact resiliency and brain function of children who have experienced trauma (Sciaraffa, Zeanah, & Zeanah, 2018).
When implemented with fidelity, SW-PBS provides a positive, safe and predictable learning environment for all students. SW-PBS promotes positive interactions between adults and students, resulting in positive, dependable relationships. Furthermore, data-based decision making within a multi-tiered system of support, such as SW-PBS, can provide the framework for identifying and supporting students who have experienced trauma.
According to Eber, Barrett, Scheel, Flammini, & Pohlman (In Press), Tier 1 SW-PBS is Trauma informed because it:
- Creates a safe and predictable learning environment
- Builds community or relationships
- Teaches/reinforces skills
- Supports regulation
Foundations of Trauma Informed SW-PBS
The following recommendations are from Eber, L., Barrett, S., Scheel, N., Flammini, A., & Pohlman, K. (In Press). Integrating a Trauma-Informed Approach within a PBIS Framework. Eugene, OR: Center on PBIS, University of Oregon.
- Teams: District and building teams include individuals with knowledge and ability to coach on the impacts of trauma.
- Use of Data for Decision Making: Data is used to identify students who have experienced trauma; all staff are aware of which data sources to use to determine which trauma informed interventions are needed at which tier.
- Ensuring Early Access: Team uses a formal screening process to identify students needing additional support.
- Formal Process for Selecting Interventions: The team has a formal process to select evidence-based trauma-informed practices that have contextual fit and social validity in the school or organization.
- Monitor Fidelity and Outcomes: Team progress monitors fidelity of implementation of trauma informed practices and their impact on salient student outcomes to guide improvements in implementation
- Ongoing Professional Learning and Coaching: School or district professional learning plan provides all staff with opportunities to learn about trauma, trauma’s impact on students, and the evidence-based trauma-informed practices that will be implemented across tiers; in addition, the school or district offers support to staff who have experienced trauma.