Conditions of Use
This well-organized text excels in presenting complex ideas around Trauma Informed Practice (TIP) in a clear and engaging way. I particularly appreciate the chapter structure, moving from empathy and understanding ("Understand and empathize") to... read more
This well-organized text excels in presenting complex ideas around Trauma Informed Practice (TIP) in a clear and engaging way. I particularly appreciate the chapter structure, moving from empathy and understanding ("Understand and empathize") to practical strategies for managing challenging behaviors ("Prevent and contain" through "Teach and reinforce"). The focus on "What happened to you?" rather than "What's wrong with you?" resonates strongly with the core principles of TIP.
The authors effectively blend theoretical foundations with real-life examples through case studies, suggestions, and strategies for classroom implementation. I found the "Plan, Prompt, Pause, Push Off" model particularly helpful for its practical application.
Chapters 2 and 3 seamlessly integrate Applied Behavior Analysis (ABA) and Positive Behavior Supports (PBIS) within the TIP framework, demonstrating their compatibility and potential for synergistic implementation. While some may raise concerns about their incompatibility, the authors effectively highlight how ABA and TIP could be more complementary.
I also appreciate the use of audio and video clips to solidify concepts and the incorporation of visuals throughout the text. Though some reviews criticize the simplicity of certain "clipart," I believe they enhance accessibility and maintain reader interest.
While the content appears accurate, its 2020 publication date means it's susceptible to becoming outdated. The lack of recent citations (most post-2018) further necessitates an update to include the latest research advancements in TIP.
This text's core concepts like ABA and ABC charts remain relevant despite time limitations. However, information pertaining to Australian organizations, agencies, and school systems may not resonate with audiences outside of that specific context. Nevertheless, the majority of the content, focusing on universal TIP principles, behavior support strategies, and social-emotional learning, maintains its value across diverse cultural contexts.
The text is well-written and organized, with clear explanations and logical flow. However, I noticed several areas for improvement:
• Blurry/unreadable figures and tables: Ensure all visuals are high-resolution and legible.
• Redundant "Understanding the Function" table: Adapt the table to display function-specific information relevant to each context instead of repetitive presentations.
• Glossary inconsistency: Include and link to the actual glossary if referenced.
• Title/subtitle capitalization inconsistency: Maintain consistent capitalization for all section headings.
• Reflection question inconsistency: Ensure all chapters have relevant reflection questions, avoiding repetitive identification/definition prompts.
The content flows logically and consistently. My only suggestion is to prioritize practical information on observing and recording behavior for function analysis over a detailed history of behaviorism.
The text's modular structure allows for easy division into smaller units for student assignments without disrupting the overall flow.
The excellent chapter and subchapter layout facilitates navigation and comprehension. I appreciate the supplementary materials like images, videos, and audio clips.
• Misleading button appearance: Consider revising the "read/watch" icons to differentiate them from clickable buttons.
The abundant website and video links enrich the learning experience. However, ensure regular updates to prevent outdated or broken links.
The text appears well-written and mostly free of grammatical errors.
The text's principles are generally culturally adaptable, although specific examples and references may need tailoring for different contexts. Information is inclusive of races, ethnicities, and backgrounds. Authors even warn readers of videos that could be uncomfortable to watch.
I would suggest the authors update this text with current research in TIP and focus more on practical methods of assessment and intervention rather than a historical review of certain philosophies. Overall excellent text. I can see using portions of this textbook for my class.
There is no index or glossary but being searchable online is functional. The videos are interesting and helpful to see what it might be like from a child's standpoint. The explanation of the “window of tolerance” is helpful. The “Plan, Prompt,... read more
There is no index or glossary but being searchable online is functional. The videos are interesting and helpful to see what it might be like from a child's standpoint. The explanation of the “window of tolerance” is helpful.
The “Plan, Prompt, Pause, Push Off” model provides a visual to help readers remember an approach.
There are very short case studies that are used more than once. This lets the reader deal with issues from the text.
Having information for the caregivers and teachers and the impact of dealing with traumatized children and students is very important.
The information appeared to be accurate though it is written with the Australian educational system in mind. That wouldn't keep it from being useful to readers elsewhere, though.
I believe the most recent citation is from 2018. However, the information can be updated fairly easily.
The content seems very thorough. For example, discussing why some students might be so disruptive. I think the whole idea of tying abuse and neglect and its impact on a child’s behavior is critical.
I’m glad the background for behaviorism was kept brief. I suspect readers want to know more about how to apply the technique than to read about its development.
Having the exercise where you pick observable behaviors and fill in an ABC chart are helpful experiences. This chapter provides some useful groundwork for understanding and trying the ABC process.
The book goes into some anatomy and brain development. Some teachers might skip this piece if application is their goal.
I didn't read any jargon. Illustrations, tables, and figures were helpful. However, Figures 3.5 – 3.7, Table 5.1 and Figure 6.1 are blurry and unreadable.
The figures are helpful in understanding the content. Seems odd to have the Understand the Function listed 5 times in the book.
The text is internally consistent.
With the chapter chunks, it makes it very easy to choose topics of interest to assign for reading. One could easily choose to use just portions of the text to cover these topics.
Chapters are short and to the point. Short chapters mean students are more likely to read them.
Having the chapters divided into specific topic areas is helpful. The objectives at the beginning of each chapter help layout what will be covered in each chapter.
Having additional information to access is nice but I wouldn't recommend having users leave the text to read more information too often.
Having external links can be risky if those links are not maintained. For example, the still-face experiment link is broken.
It would be helpful if the videos opened in a new window because, when I hit the back button, I was back at the beginning of the book instead of where the video was in the book.
I'd recommend making more in the videos and readings hot linked. For example, I naturally wanted to click on the word "read" or the title of the article but had to notice the underlined words to find the hot link. Having closed captioning in the videos and transcripts is helpful.
Each of the objectives for Part I don't all start with verbs. There is not consistent pronoun/referent agreement. Ex. "Every child has their own".
“holding the class to ransom” – odd wording. Expected to read “holding the class for ransom”.
There's the chapter specific to ABORIGINAL AND TORRES STRAIT ISLANDER CHILDREN. This wouldn't be relevant to those outside of this geographic area but it's a small chapter.
Having review questions are great but they didn’t show up until the end of Part I and there were only 3. They weren’t necessarily reflective. Some were just “name …”. No reflection is required.
Some of the pictures reminded me of PowerPoints. For example, “How do you view disruptive behavior?” and then there are cartoonish glasses with eyes in them. I’m not sure that’s necessary. Same thing with the magic wand.
This text provides a good amount of background information to help readers better understand and empathize with students who suffer from trauma as well as offering structures that can be used to observe, reflect, prevent, teach, and more. The... read more
This text provides a good amount of background information to help readers better understand and empathize with students who suffer from trauma as well as offering structures that can be used to observe, reflect, prevent, teach, and more. The information provided is deeply rooted in a behaviorist perspective. For a more comprehensive understanding of this topic, I wish this perspective would have been situated within other perspectives on human behavior.
The book is grounded in theory, offering many references in each section and subsection so readers can see what texts/theorists inform this work. However, I wish the author would have addressed the many critiques educators, researchers, and theorists have waged in response to Positive Behavior Strategy-approach.
The text does a nice job of bringing together current works on behavior, trauma, and classroom practices to ensure it is relevant. Additionally, the universal nature of this topic helps to support longevity – though the lack of representation in regard to the traumas suffered by school-aged children does not support the relevance or longevity of this text. While this text draws from many other texts and studies, it does not adequately relate the lived experiences of teachers and students in schools. In large part, outside of a few times when the author shares a brief anecdote from their own experience, it feels academically removed from classroom experiences.
The text is very well written and clear. Any jargon used is explained in full.
All terminology and elements of framework are consistent throughout the text.
A particular strength of this text is its modularity. It is broken into six parts with each consisting of subsections that are both well-defined and well-developed. This text could easily be used in whole or in parts as a supplement to other texts. The inclusion of shorter texts and video links break each section up, providing additional opportunities for engagement and understanding. This format supports efforts/needs to remix.
The text is very well organized. As mentioned above, a mix of shorter readings and videos are offered throughout that not only aid the structure but provide a multimodal approach to the content while also supporting the flow of the text. Furthermore, the progression of the text is logical and effective.
The links to videos were easy to navigate and readers will be appreciative of the additional resources.
No grammatical errors.
The book would greatly benefit from the inclusion of broader communities of people in the images, videos, text, and references. While it was very helpful to hear about the challenges faced by the Aboriginal and Torres Strait Islanders (though their story was largely told through a deficit-lens perspective), readers need to learn more about the many other communities who may be in particular jeopardy of trauma due to the societal conditions that surround them.
This is a great source for use as a supplement to other course texts on trauma-informed practices. If used as a primary text, instructors would need to be very careful to address issues with cultural relevance as well as provide contrasting perspectives on PBS so students can contextualize this work and make informed decisions in regard to their future practice.
Comprehensive and practitioner-friendly text that connects trauma-informed practices with strategies for supporting students and the secondary trauma educators sometimes experience. read more
Comprehensive and practitioner-friendly text that connects trauma-informed practices with strategies for supporting students and the secondary trauma educators sometimes experience.
It is grounded in research-based practices and theories that provide a rationale/background for practitioners working with students who have experienced trauma. However, I wish there was a discussion of the emerging research which indicates behaviorist techniques can cause retraumatization, along with the presentation of alternatives to these techniques. The Creative Commons Licenses on this book do allow for remixing. For example, those using this text for college-level courses could add information (e.g., links to articles) that presents these perspectives. I could quickly download one of the four formats provided, drag it into my Google Drive, and remix it within minutes.
The text brings together the latest research regarding trauma, its impact on development, and its implications for practitioners. Yet, another omission is a lack of addressing diversity in images and content. For example, this text would be strengthened by including information about the systemic trauma experienced by BIPOC students and LGBTQ experiences connected to trauma. It would also be a more inclusive text if there were images of BIPLOC students along with those with disabilities. Once again, those using this text could remix it to address these issues. And this might be a great collaborative activity for students (e.g., an open pedagogy assignment ).
Also, the information about secondary trauma, the impact on practitioners, and steps to address it are essential due to the ongoing COVID Pandemic and a rise in teacher burnout. That is compounded for those working with students with challenging behavior.
Easy to read. Clear and concise writing. Terms defined as needed.
Terminology is consistent throughout the text.
Visuals or subheadings often break up some large blocks of text to promote understanding. As a result, instructors could easily remix this text.
The information builds from beginning to end logically.
Images and charts added to my understanding, and links directed me to applicable videos—with engaging and interactive layouts.
I noticed no grammatical errors in this text.
See earlier comments.
I would recommend this text as long as users remedy the diversity concerns shared and address the downsides of ABA while suggesting other approaches/ways to address the downsides.
A comprehensive guide to trauma informed practices for any practitioner that works directly with children affected by adverse childhood experiences. read more
A comprehensive guide to trauma informed practices for any practitioner that works directly with children affected by adverse childhood experiences.
Includes practical applications and links practices to developmental and social theories that provide detailed explanation through best research and best practice.
Helps promote understanding particularly for children with challenging behaviors. Particularly for teachers- this text provides an explanation of how trauma impacts brain development and how atypical behaviors are often a result of lagging skills and development. The text could do a lot more to address racialized or systemic trauma- research suggests a serious need to classify systemic racism as its own enduring trauma faced by students of color. A large portion of the text is dedicated to behaviorism, I would have liked to see the author discuss research against the use of behaviorist techniques as some research suggests it causes retraumatization.
Easy to read, interesting, provides applicable examples and facts that show clarity. Organization of the chapters is easy to follow and makes sense within the context of the topic.
Terminology is consistent throughout the text.
Some large blocks of text but those are often broken up by visuals or subheadings to promote understanding.
Chapters are broken up into manageable chunks, visual aids and bulleted lists provide clarity and improve the visuality of the text.
Images and charts add to understanding of the topic, links directed me to applicable videos. The only thing to point out, and I'm not sure you can do anything about this, most of the videos linked to youtube had an add attached.
I noticed no grammatical errors in this text.
Although there is nothing outwardly offensive, nearly every image shows white children and adults which could potentially show a bias of the authors and is less inclusive of other races and cultures. As stated above, the authors do not specifically address racialized trauma or other trauma caused by systemic injustice.
I do think many components of this text provide a clear, easy-to-read, understandable synopsis of trauma and the how it impacts brain development. It is a useful guide for practitioners, and especially for educators working with children.
Trauma-Informed Behaviour Support: A Practical Guide to Developing Resilient Learners by Kay Ayre and Govind Krishnamoorthy is a comprehensive text designed to educate practitioners on the severity and causes of trauma, its effect on development... read more
Trauma-Informed Behaviour Support: A Practical Guide to Developing Resilient Learners by Kay Ayre and Govind Krishnamoorthy is a comprehensive text designed to educate practitioners on the severity and causes of trauma, its effect on development and behavior, and provides strategies for working with children who experience trauma. The text contains a clickable Table of Contents linked to each section but does not contain an index, nor a glossary.
The authors write from their personal experiences in working with this population and also cite recent evidence-based sources. The content is accurate, error-free, and unbiased.
Each part stands alone but builds progressively upon the other, and includes links to videos and outside sources and references. Each part and corresponding sections are written and laid out in such a way that will allow for ease in updating the information as needed.
Topics in the text are presented in a clear and logical fashion. The text is written in clear and concise language and is free of technical jargon and technical terminology.
The text is written in six parts, is well designed in the consistency of the content and layout across each part.
The text is readily divisible into smaller reading sections that can be assigned as needed within a course. Each part stands alone and can be read in any order depending on the content required.
The text is well organized and logical in its presentation. Each of the six parts is consistent in its structure and easy to follow.
Images and charts are clear, easy to read, and relevant to the text. Links to outside sources, i.e. websites and videos are all functional.
The text is free of grammatical errors.
The text is written in bias-free, culturally responsive language, and is inclusive of a variety of races, ethnicities, and backgrounds.
Trauma-Informed Behaviour Support: A Practical Guide to Developing Resilient Learners is a well written and informative text that would be a valuable addition to any course in any field that serves children who experience trauma.
Book covers all aspects of this topic. Includes easy to use index of information. read more
Book covers all aspects of this topic. Includes easy to use index of information.
Book appears unbiased, uses facts and references to support the text.
Content is organized in chunks/sections which could easily be updated as new research on this topic becomes available.
Text is easy to read and uses vocabulary relevant to trauma informed care.
Text uses consistent terms and division of sections.
The sections are nicely divided for student use. Some sections could be used as stand alone readings and assignments.
Links to outside sources all worked without issue. Videos were nicely integrated into the text.
No grammar errors were noted.
Text appears to be culturally sensitive.
The division of the sections make this text easy to use in its entirety or specific topics.
Table of Contents
- I. Understand and empathise
- II. Observe and reflect
- III. Prevent and contain
- IV. Connect and validate
- V. Teach and reinforce
- VI. Survive and thrive
Ancillary MaterialSubmit ancillary resource
About the Book
If we want to impact the world of children who have experienced trauma then we must change not only ourselves and our classroom, but we must change our schools, our organisations, and our systems of care for children. We must all speak out for these children who have no voice to bring awareness of new educational and mental health approaches to children who will become tomorrow’s failed adults unless they receive our understanding and our help.
For whatever reason you have been attracted to this book, you have come to the right place. You may at times put it down and wonder if the challenge is too great, but trust me it is not. If you stay engaged with this book and with a child who has experienced trauma then you will learn new understandings, new ideas and new ways to reach the mind, the heart and the soul of young people who need our support and our love.
About the Contributors
Dr. Kay Ayre is a lecturer in Early Childhood Studies in the School of Education at Edith Cowan University, Western Australia. She has a background in early years teaching and behaviour support. She has worked extensively with disengaged and disruptive children, their teachers and schools. Kay has a passion for helping build the capacity of teachers to develop and maintain positive, inclusive classrooms with a focus on supporting children affected by trauma who demonstrate serious, disruptive behaviour. Her research interests are in challenging behaviour of children, positive behaviour support, trauma informed practice and parent-school engagement.
Dr. Govind Krishnamoorthy is a clinical psychologist and lecturer in the School of Psychology and Counselling at the University of Southern Queensland, Australia. Govind’s clinical practice and research focuses on improving mental health and educational outcomes for children and adolescents from marginalised backgrounds. He has worked extensively with children and families exposed to abuse and neglect in both public and private sector. Govind has collaborated extensively with schools and a number of child welfare services in implementing systems approaches for trauma informed and attachment sensitive practices.