Examining Implementation Outcomes for the Trauma Sensitive Pedagogy Pilot Study for Early Childhood Educators

• In Event: Adverse Childhood Experiences and Child Outcomes in School Settings: Implications for Development, Intervention, and Pedagogy

Abstract

Trauma-informed approaches (TIA) in schools is important to address the health and academic needs of students who experience early adversity (Chafouleas et al., 2016). Despite laudable efforts to implement TIA in schools using the core elements of trauma-informed practices (National Child Traumatic Stress Network, 2017), efficacy and effectiveness of K-12 TIA remains weak (Herrenkohl et al., 2019). Moreover, most TIA intervention programs in schools typically employ professional development (PD) to broadly increase knowledge and awareness of trauma without guidance from implementation research to examine how proximal implementation outcomes such as acceptability, appropriateness, and feasibility may be associated with typically measured trauma-related educator outcomes such as knowledge gain or preparedness to instruct and support. Such limitations leave educators unprepared to address complexities surrounding the development and learning needs of students who experience trauma. Our study aimed to explore how an implementation science framework can elucidate mechanisms to support the implementation and effectiveness of a TIA program, the Trauma Sensitive Pedagogy (TSP), across classroom pedagogy supported by the broader school context.
In order to examine the implementation process and how these relate to subsequent adoption and educator TIA effectiveness, the conceptual model proposed by Proctor and colleagues (2009) was adapted and employed in our pilot implementation study (see Fig. 1). Within this model, effectiveness of specific implementation strategies on knowledge and preparedness are mediated by specific implementation outcomes. Further, the planned facilitation intervention design employed by Harvey and colleagues (2018) guided our facilitator-led 12-month PD. Educators (n = 9) were recruited from an elementary school situated within a suburban, Mid-Atlantic community comprised of Latinx families from Central America. Participant educators included 2 classroom teachers, 1 SPLED teacher, 2 ESOL teachers, 1 paraeducator, 1 counselor, and 2 administrators. Educators participated in a 3-day intensive TSP summer workshop with subsequent monthly facilitator-led team meetings across 12 months.
Our data analysis employed the questionnaire variant of a convergent mixed methods design wherein quantitative and qualitative data were collected concurrently using a single questionnaire that included closed- and open-ended items (Creswell & Plano Clark, 2018). Results in Table 1 highlight quantitative and qualitative responses to TSP program components mapped onto specific implementation outcomes. Descriptive results indicate gains in self-reported items tapping into knowledge and preparedness before (knowledge: M = 1.44 to 2.0; preparedness: M = 1.67 to 1.88) and after the 3-day summer workshop (knowledge: M = 2.56 to 2.78; preparedness: M = 2.20 to 2.50), with effectiveness sustained a year later (knowledge: M = 1.44 to 2.0; preparedness: M = 1.67 to 1.88).
Findings from our pilot study shows promising elements that may be important in translating trauma-informed knowledge into classroom practice. Given the lack of effective TIA in schools and classrooms, careful consideration of implementation processes that vary across education role (e.g., administrator vs. classroom teacher) should be carefully considered. Further, implementation of a planned facilitation intervention shows promise as a strategy to promote pedagogical strategies that account for the complexities of trauma within the classroom and in the broader school support system.

Authors

• Carlomagno Panlilio, Pennsylvania State University, University Park
  Presenting Author

• Christy Tirrell-Corbin, University of Maryland - College Park
  Non-Presenting Author