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A Behavior Analytic Perspective on Creating a Trauma Informed Post-Secondary Online Classroom Environment

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dc.contributor.author Wilson, Susan
dc.date.accessioned 2021-02-03T19:29:34Z
dc.date.available 2021-02-03T19:29:34Z
dc.date.issued 2020-11-13
dc.identifier.uri http://hdl.handle.net/20.500.12264/333
dc.description.abstract Trauma is defined by SAMSHA (2014, p.7) as “an event, series of events, or set of circumstances that is experienced by an individual as physically or emotionally harmful or life threatening and that has lasting adverse effects on the individual’s functioning and mental, physical, social, emotional, or spiritual well-being.” With the COVID-19 pandemic, students are faced with unprecedented challenges that could certainly meet the definition of trauma. Add any personal history of trauma and the situation becomes more complex. There is a growing body of evidence that exposure to trauma interferes with effective classroom learning (Davidson & Education Northwest, 2017; Lang, 2015). This presentation will operationalize trauma from an Applied Behavior Analytic point of view (Follette, Iverson, & Ford, 2009), review overt classroom behaviors that may be trauma related, and present an approach of compassion and ‘universal precautions’ to create a trauma informed environment in the online college classroom (Hoch, Stewart, Webb & Wyandt -Herbert, 2015). en_US
dc.language.iso en_US en_US
dc.title A Behavior Analytic Perspective on Creating a Trauma Informed Post-Secondary Online Classroom Environment en_US
dc.type Presentation en_US


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