Creating Trauma Informed Environments for Students on the Spectrum belongs in serious BCBA study because it shapes whether behavior-analytic decisions stay useful once they leave a clean training example and enter busy classrooms and teacher-managed routines. In Creating Trauma Informed Environments for Students on the Spectrum, for this course, the practical stakes show up in feasible school-based support, stronger collaboration, and better student participation, not in abstract discussion alone.
Provider: BehaviorLive — via Council of Autism Service Providers
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →Being Trauma-Informed in the classroom is essential for creating supportive, safe, and inclusive learning environments for students who have experienced trauma. This is especially true when working with students on the spectrum who have experienced trauma. This presentation will explore the principles of trauma-informed practices, emphasizing the impact of trauma on brain development, behavior, and learning. We will discuss practical strategies for educators to recognize signs of trauma, foster emotional safety, and build positive, trusting relationships with students. Key topics include the impact of brain development when a child experiences developmental trauma, the reasons for the increase in trauma today, creating a trauma-informed classroom through implementing predictable routines, restorative practices, and social-emotional learning. Participants will leave with actionable tools for responding to trauma in ways that promote resilience, engagement, and academic success, ultimately helping students heal, thrive, and succeed in school.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| APA | 0 | — |
| COA | 1 | — |
Amy L. Gould is a licensed BCaBA and dedicated behavioral health professional with over 18 years of experience in behavioral services, specializing in adolescent studies and transition programs. She currently serves as the Senior Director of Student Services at New Story Schools in Ohio, where she leads and oversees the departments of Special Education, CIA, Special Therapies, and Transition programs across eleven schools within the network. Her work includes establishing and expanding curricula, building partnerships with community stakeholders, and implementing programs and operational systems that promote quality services and student development. Amy’s leadership continues to innovate by developing programs that foster independent living and workplace readiness skills for students. Her dedication to professional development is evident in her participation in leadership teams and conferences, as well as her commitment to ensuring quality educational experiences for students with diverse needs. Throughout her career, Amy has demonstrated a passion for developing high-performing teams and fostering an environment where students can thrive. She has created and implemented several transition programs that help students achieve both academic and personal success beyond high school, including the ABS and New Story Schools Intern Cohort Program and Post-Secondary Transition Program. Her ability to manage complex operations, from staffing and curriculum development to building community relationships and securing state funding, has been crucial to her success. Amy’s leadership is recognized through numerous awards, such as the ABS Outstanding Leadership Award and the World’s Best Clinic Supervisor Award, highlighting her commitment to making a meaningful difference in the lives of both students and staff.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
258 research articles with practitioner takeaways
239 research articles with practitioner takeaways
231 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.