Based on focus groups with justice-involved youth in the United States, this case study considers researcher responsibility and ethics when engaging with vulnerable populations in research projects. Specifically, this case explores how trauma-informed research strategies work to empower these youth while supporting an iterative and reflexive…

New science demonstrates how students with and at risk for emotional and behavioral disorders experience trauma at higher rates than their peers. When providing writing instruction to these students, it is imperative that the approaches used be viewed through a trauma-informed lens. This article describes steps teachers can take to view writing…

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…

The purpose of this systematic review is to examine the current check-in, check-out (CICO) literature base for inclusions of trauma-informed adaptations, specifically within the conversations occurring between CICO facilitators and students. Published studies and dissertations incorporating at least four of the five steps in the CICO intervention…

Developing the ability to summarize written text is a critical literacy skill set for adolescent students with disabilities. Four female students at-risk for emotional and behavioral disorders in a U.S. juvenile justice facility were taught the TRAP+IDEAS mnemonic using the self-regulated strategy development (SRSD) instructional approach to…