Trauma-Informed PBIS: How Educators Can Combine Evidence-Based Practices for Behavior Management With Trauma-Informed Care

Abstract

Overwhelming events such as neglect, abuse, and violence impact students in a number of ways. Typically, students who have experienced trauma demonstrate significant deficits in skills that promote emotional and behavioral regulation. When these deficits are displayed in the classroom, learning can be significantly disrupted for the survivor and also for his or her peers. Research shows that using evidence-based practices (EBPs) for managing challenging classroom behavior is the most efficient approach to improving outcomes for students. Positive behavioral interventions and supports (PBIS) is a well-researched, multi-tiered framework for behavioral support that has been used in many districts throughout the United States for over 30 years. Many EBPs for classroom behavior management fit well within the framework of PBIS, allowing educators to systematically implement the strategies and use the data they collect for decision-making. This article outlines specific EBPs that fit within the PBIS multi-tiered model and highlights how these examples of sound classroom and behavior management are a cornerstone of a trauma-informed classroom.