Electronic Theses and Dissertations

Date

2025

Document Type

Dissertation (Access Restricted)

Degree Name

Doctor of Education

Department

Instruction & Curriculum Leadership

Committee Chair

Laura Casey

Committee Member

Diana Delgado

Committee Member

Jeffery Byford

Abstract

Trauma-informed care (TIC) has become prevalent in many healthcare fields, from medical to psychological to education. It has the backing of years of application and research to ensure assessments and practices are executed with the knowledge of those TIC factors that may impact a person's recovery, personal development, and progress. This study examined the perspective of current Board Certified Behavior Analysts (BCBAs) regarding the use of TIC, and their opinions surrounding its integration and application within a behavior analytic framework; in the education and training side, as well as the clinical application. To assess perspectives, the study used a mixed-method exploratory sequential design. Three qualitative themes emerged with subthemes and the quantitative results yielded similar findings to the qualitative (Creswell & Creswell, 2018). Overall, BCBAs in this study reported that they do not think they are well informed of Trauma-Informed Care practices and have stated that they have not received much explicit training in the area within their behavior analytic coursework. Many responded that they would like to see it incorporated into the teaching of Behavior Analytic practice. Despite their self-reported lack of training, responses indicate that many already include trauma-informed care components in their current practices. More detailed findings and how the qualitative and quantitative supported each other are discussed in the manuscript along with limitations and suggestions for future research.

Comments

Data is provided by the student.”

Library Comment

Dissertation or thesis originally submitted to ProQuest.

Notes

No Access

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