Are Function-Based Interventions for Emotional/Behavioral Disorders Trauma-Informed?

Introduction

Behavior analysts frequently use function-based interventions (FBIs) to address challenging behaviors in students with emotional and behavioral disorders (EBD). However, an important question remains: Do these interventions align with trauma-informed practices (TIPs)?

A recent systematic review by Pollack et al. (2024) examined this issue, analyzing whether FBIs incorporate strategies that support students with a history of trauma. Given the high prevalence of trauma among children with EBD, it is critical to ensure that interventions address both the behavioral and emotional needs of these students.

This blog post will break down the key findings of the study, discuss the challenges of integrating trauma-informed care (TIC) into behavior analysis, and provide recommendations for behavior analysts looking to improve their practice.

Understanding Emotional and Behavioral Disorders (EBD)

EBD is a broad term that includes various emotional, behavioral, and psychiatric disorders (excluding autism and intellectual disabilities). Around 10% of youth are affected by these conditions, which often result in significant difficulties in school and beyond.

Students with EBD may exhibit:

• Externalizing behaviors such as aggression, defiance, and property destruction.
• Internalizing behaviors like anxiety, depression, and withdrawal.
• Academic and social struggles, often leading to discipline issues and lower graduation rates.

Unfortunately, these challenges extend into adulthood, with individuals with EBD facing higher risks of unemployment, incarceration, and mental health concerns.

Trauma and Its Impact on Students with EBD

What is Trauma?

Trauma refers to exposure to distressing events that overwhelm a person's ability to cope. The Adverse Childhood Experiences (ACEs) framework is a common way to measure trauma, including factors like:

• Abuse (physical, emotional, sexual)
• Neglect (physical or emotional)
• Household dysfunction (substance abuse, domestic violence, parental incarceration)

Children with high ACE scores are more likely to develop emotional and behavioral challenges, including symptoms seen in EBD.

How Trauma Affects EBD Students

• Trauma can exacerbate internalizing and externalizing behaviors, making it harder for students to self-regulate.
• Students with a trauma history are at increased risk of post-traumatic stress disorder (PTSD), anxiety, and aggressive behavior.
• School discipline policies, including suspensions, expulsions, and restraint/seclusion, can retraumatize students.

Given these risks, interventions for EBD students must consider whether they may unintentionally reinforce trauma responses.

Trauma-Informed Care (TIC) in Schools

What is Trauma-Informed Care?

Trauma-informed care (TIC) means recognizing that many students experience trauma and ensuring that practices do not re-trigger distress. TIC follows six core principles:

1. Safety – Ensuring students feel physically and emotionally safe.
2. Trustworthiness & Transparency – Clear expectations and consistency in interactions.
3. Peer Support – Encouraging positive relationships with peers and adults.
4. Collaboration & Mutuality – Empowering students in decision-making.
5. Empowerment, Voice, & Choice – Prioritizing student agency and self-regulation.
6. Cultural, Historical, & Gender Considerations – Ensuring inclusivity and sensitivity.

Why Schools Must Integrate TIC

• Many students with EBD have trauma histories, and traditional behavior management strategies may unintentionally increase stress.
• Schools implementing TIC can reduce discipline referrals, improve emotional regulation, and support academic success.
• Teachers and behavior analysts play a key role in shaping trauma-responsive interventions.

Are Function-Based Interventions (FBIs) Trauma-Informed?

What the Study Found

Pollack et al. (2024) systematically reviewed FBIs used with students with EBD to assess whether they incorporated trauma-informed strategies. Their key findings include:

• Few studies explicitly mentioned trauma-informed practices.
• Behavior reduction strategies often lacked consideration of trauma history.
• There was little focus on student autonomy and emotional regulation skills.

While FBIs effectively reduce challenging behaviors, there is room for improvement in ensuring they align with TIC principles.

How Behavior Analysts Can Improve FBIs

To make FBIs more trauma-informed, behavior analysts should:

1. Assess Trauma History: Use screenings or teacher reports to identify students with past trauma exposure.
2. Focus on Regulation, Not Just Reduction: Teach coping strategies alongside behavior reduction techniques.
3. Minimize Triggers: Avoid interventions that could re-traumatize, such as isolation or punishment-based strategies.
4. Prioritize Choice and Empowerment: Give students more autonomy in their interventions.
5. Build Consistency and Trust: Ensure interventions are predictable and delivered with sensitivity.

Moving Forward: Best Practices for Behavior Analysts

Behavior analysts must work toward integrating trauma-informed care within function-based interventions. Here are three key takeaways:

1. Be Mindful of Trauma History: When designing an intervention, consider the student's background and potential trauma triggers.
2. Promote Emotional Regulation: Behavior change should go beyond consequences—teach students self-regulation skills.
3. Advocate for Trauma-Informed Practices: Encourage schools to adopt policies that support TIC at all levels.

As research continues, it's clear that trauma-informed approaches must be part of behavior analysis, not separate from it. By combining the strengths of FBIs with TIC principles, we can ensure that interventions are not only effective but also compassionate.

Final Thoughts

The work of Pollack et al. (2024) highlights an important gap in behavior analysis—while FBIs are effective, they are not always trauma-informed. As professionals, it is our responsibility to evolve our practices to ensure that we are addressing students' emotional and behavioral needs without increasing distress or retraumatization.

For more details, refer to the original study: https://doi.org/10.1007/s40617-023-00893-y.

By prioritizing trauma-informed care, we can help students with EBD thrive in both academic and social settings.