Leveraging FEBA and SMART-TI Tools to Support Trauma-Sensitive Pedagogy in Early Childhood Classrooms

• In Event: Approaches to Trauma-Informed Teaching in Early Childhood Education: Responding to Childhood Adversity Through Pedagogical Change

Abstract

Objectives: Exposure to trauma in early childhood can negatively impact brain structures and socio-emotional functioning with cascading effects on learning processes, suspension and expulsions risk, and academic progress (National Scientific Council on the Developing Child, 2005/2014; Gilliam et al., 2016; Panlilio et al., 2018). While evidence suggests the need for trauma-informed approaches to education, efforts to establish trauma-informed schools often lack professional development (PD) focused on student learning and achievement. The Trauma Sensitive Pedagogy (TSP) course seeks to fill this gap by offering PD designed to help PreK-3rd grade educators understand and respond to trauma. TSP, developed through a community-based participatory research project, provides educators with knowledge and tools for engaging in data-driven, self-regulated, strengths-based approaches to promoting student learning through a trauma sensitive pedagogical framework. The course aims to enhance educators’ capacity to identify trauma-related behaviors and integrate trauma-informed learning strategies aligned with state learning standards. This paper explores findings from a pilot evaluation of the TSP course with a focus on tools embedded in the course: Functional Emotion and Behavior Assessments (FEBAs) and Specific, Measurable, Attainable, Relevant, Timely, and Trauma-Informed goals and strategies (SMART-TI).

Theoretical framework: Development of TSP was guided by bioecological (Bronfenbrenner & Morris, 2006) and self-regulated learning (SRL; Zimmerman, 2005) theories. Specifically, the student-teacher relationship is centered to promote child learning and development, supported by school and community members. Given the complexity inherent in addressing trauma and adversity within classroom instruction, educators are scaffolded in the implementation of the SRL cycle of forethought/planning, performance/monitoring, and reaction/reflection through the use of the FEBA and SMART-TI tools.
Modes of Inquiry/Data Sources: As participants of a mixed-method pilot evaluation of the TSP course, 12 early educators engaged in 10, weekly, two-hour synchronous sessions, with participatory workshops, and applied assignments. Data included pre- and post-course surveys, course materials and session recordings. Quantitative data were analyzed descriptively in SPSS to explore changes in educators’ attitudes towards trauma-informed practices across pre- to post- participation (ARTIC scale; Baker et al., 2016) as well as educator’s self-efficacy and implementation of practices promoted by the course. A thematic analysis of qualitative data was conducted to understand how and under what conditions FEBA and SMART-TI tools were perceived as most effective.

Results: Data suggest growth in educators’ trauma-related knowledge, self-efficacy, and instructional planning capacity. Educators reported increased confidence in identifying student strengths and creating responsive learning goals. Participants consistently highlighted the value of FEBA and SMART-TI tools in making trauma-informed practices actionable and measurable. Peer collaboration during goal development also enhanced professional learning outcomes and fostered a community of practice among educators.

Significance: TSP offers research-informed, practitioner-centered tools that bridge theory and practice. The FEBA and SMART-TI tools offer scalable methods for embedding trauma sensitivity into instructional planning. In line with the AERA 2026 theme, the presentation reimagines how education systems can respond to trauma, promoting equity, inclusion, and developmentally responsive learning. By integrating professional learning with applied strategies, this study offers a replicable model for systemic educational transformation.

Authors

• Christy Tirrell-Corbin, University of Maryland

• Carlomagno Panlilio, Pennsylvania State University

• Claudia Kruzik, University of Maryland