Integrating Trauma-Informed Practices Into Check-In/Check-Out for Use in Alternative Education Settings

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL

Intervention in School and Clinic Pub Date : 2023-07-11 DOI:10.1177/10534512231183968

Aimee J. Hackney, K. Jolivette, Sara Sanders

引用次数: 0

Abstract

A majority of students with emotional and behavioral disorders (EBD), particularly those served in alternative educational settings, have a history of trauma exposure before placement. Evidence-based interventions such as Check-In/Check-Out (CICO) may be more effective for these students if the interventions are systematically adapted to include trauma-informed principles within intervention features. In this article, adaptations to CICO to benefit students with EBD with a history of trauma exposure are presented.

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将创伤知情实践整合到报到/报到中，用于替代教育环境

大多数患有情绪和行为障碍(EBD)的学生，特别是那些在另类教育环境中服务的学生，在安置前都有创伤暴露史。基于证据的干预措施，如入住/退诊(CICO)，如果干预措施系统地适应，在干预特征中包括创伤知情原则，可能对这些学生更有效。在这篇文章中，介绍了适应CICO以使有创伤暴露史的EBD学生受益。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Intervention in School and Clinic EDUCATION, SPECIAL-

CiteScore

1.90

自引率

12.50%

发文量

期刊介绍： Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.