Trauma Sensitive Behavioral Supports

Thursday, March 19, 2026, 8:00 AM - Monday, March 19, 2029, 11:59 PM

AMA PRA Category 1 Credits™ (1.50 hours), ASWB Social Work Credit(s) (1.50 hours), CME-Designated Participation Credit (1.50 hours)

This recorded training describes the increased risk of trauma and traumatic experiences that youth with IDD, autism and neurodevelopmental disorders face. There is a complex relationship between trauma and development, which can then cause diagnostic overshadowing in both directions. It can be difficult for clinicians and providers to tease apart what symptoms are from trauma and which are part of a child’s developmental profile. This training will use a case study and examples to identify common external and internal triggers, as well as reactions, from youth who have experienced trauma. The trainers focus on the special importance of the therapeutic relationship and a person-centered approach. This trauma-sensitive approach is tailored specifically for providers who have a focus on behavioral interventions (including ABA, rewards systems, and behavior charts).

Presenters

Erin Barnett, PhD
Associate Professor Geisel School of Medicine
Dartmouth Trauma Interventions Research Center

Peter D’Amico, PhD, ABPP
Director, STRYDD Center, Northwell Health

1. Identify increased risk of trauma experienced by youth with IDD, autism, and other neurodevelopmental disorders and the lifelong impact.
2. Describe the diagnostic complexity of trauma in IDD and the concept of diagnostic overshadowing.
3. Identify common external and internal triggers as well as reactions for youth who have experienced trauma.

In support of improving patient care, Dartmouth Health is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. 

American Medical Association (AMA)
Dartmouth Health designates this Enduring Material for a maximum of 1.50 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. 

Association of Social Work Boards (ASWB)

As a Jointly Accredited Organization, Dartmouth Health is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. Regulatory boards are the final authority on courses accepted for continuing education credit. Social workers completing this course receive 1.0 general continuing education credits.

Social Worker Account Setup

If you wish to apply for ASWB credit, you will need to enter your license number in your CE Profile by following these steps:

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All other learners may claim CME-designated participation credit. Consult your professional licensing board regarding the applicability and acceptance of CME-designated participation credit for programs certified for credit by organizations accredited by Joint Accreditation for Interprofessional Education.

Registration/Requirements for Successful Completion
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2. Register for the activity.

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Bibliographic Material

• Andrzejewski, T., DeLucia, E. A., Semones, O., Khan, S., & McDonnell, C. G. (2023). Adverse childhood experiences in autistic children and their caregivers: Examining intergenerational continuity. Journal of Autism and Developmental Disorders, 53(7), 2663-2679

• Brenner, J., Pan, Z., Mazefsky, C., Smith, K. A., & Gabriels, R. (2018). Behavioral symptoms of reported abuse in children and adolescents with autism spectrum disorder in inpatient settings. Journal of autism and developmental disorders, 48, 3727-3735.

• Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction tomany of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study. American journal of preventive medicine, 14(4), 245-258.

• Guarino, K. & Chagnon, E. (2018). Trauma-sensitive schools training package. Washington, DC: National Center on Safe Supportive Learning Environments.

• Integrated Mental Health Treatment Guidelines for prescribers in Intellectual and Developmental Disabilities. (n.d.). Integrated Mental Health Treatment Guidelines for Prescribers in Intellectual and Developmental Disabilities. https://iod.unh.edu/integrated-mental-health-treatment-guidelines-prescribers-intellectual-developmental-disabilities [iod.unh.edu]

• Kolu, C., BCBA-D. (2021, October). Trauma-Informed Applied Behavior Analysis with Dr. Camille Kolu, BCBA-D (Episode 154).

• Marcal, S., & Trifoso, S. (2017). A trauma-informed toolkit for providers in the field of intellectual & developmental disabilities. Center for Disability Services: New York, NY, USA.

• Muris, P., Merckelbach, H., Mayer, B., Van Brakel, A., Thissen, S., Moulaert, V., & Gadet, B. (1998). The Screen for Child Anxiety Related Emotional Disorders (SCARED) and traditional childhood anxiety measures. Journal of Behavior Therapy and Experimental Psychiatry, 29(4), 327–339. https://doi.org/10.1016/s0005-7916(98)00023-8 [doi.org]

• Project ATTAIN. (n.d.). DHMC and Clinics. https://www.dartmouth-hitchcock.org/psychiatry/project-attain

• Rajaraman, A., Austin, J. L., Gover, H. C., Cammilleri, A. P., Donnelly, D. R., & Hanley, G. P. (2022). Toward trauma informed applications of behavior analysis. Journal of Applied Behavior Analysis, 55(1), 40-61.

• Rigles, B. (2021). Trajectories of adverse childhood experiences among children with autism. Research in autism spectrum disorders, 89, 101876.

• Rutherford, A. (2006). The social control of behavior control: behavior modification, individual rights, and research ethics in America, 1971–1979. In Journal of the History of the Behavioral Sciences (Vols. 42–3, pp. 203–220). Wiley Periodicals, Inc. https://2024.sci-hub.box/151/2a6a3733ef73ee3215dc7211649b16c6/rutherford2006.pdf [2024.sci-hub.box]

• Semones, O., Khan, S., & McDonnell, C. G. (2023). Adverse childhood experiences in autistic children and their caregivers: Examining intergenerational continuity. Journal of Autism and Developmental Disorders, 53(7), 2663-2679

• The National Child Traumatic Stress Network. (n.d.). The National Child Traumatic Stress Network. https://www.nctsn.org/ [nctsn.org]

• Three core concepts in early development. (2025, January 15). Center on the Developing Child at Harvard University. https://developingchild.harvard.edu/resources/videos/three-core-concepts-in-early-development/ [developingchild.harvard.edu]

• TIP 57: Trauma-Informed Care in Behavioral Health services. (2014, March 1). SAMHSA Library. https://library.samhsa.gov/product/tip-57-trauma-informed-care-behavioral-health-services/sma14-4816 [library.samhsa.gov]

• Van Houten, R., Axelrod, S., Bailey, J. S., Favell, J. E., Foxx, R. M., Iwata, B. A., & Lovaas, O. I. (1988). The right to effective behavioral treatment. The Behavior Analyst, 11(2), 111–114. https://doi.org/10.1007/bf03392464 [doi.org]

Websites:

• STRYDD Center Full Resource List https://www.canva.com/design/DAGDb2kUzlk/dWWkKYJ7l9ydOmb5A0GqrA/view

More on Dr. Greg Hanley and Trauma-Informed ABA

• https://ftfbc.com/todays-aba-and-compassionate-care/

• https://practicalfunctionalassessment.com/

National Child Traumatic Stress Network

• https://www.nctsn.org/resources/understanding-trauma-responses-in-children-with-intellectual-and-developmental-disabilities-and-when-to-seek-help

• https://www.nctsn.org/resources/the-impact-of-trauma-on-youth-with-intellectual-and-developmental-disabilities-a-fact-sheet-for-providers

Recommended Videos:

• Chloe Everett TEDTalk https://www.youtube.com/watch?v=pCqEb0aG7tg

Further resources and infographics:

• TF-CBT for IDD Implementation Guide https://tfcbt.org/idd-implementation-guide/

• Wheel of Power and Privilege https://libguides.pratt.edu/gcpe-social-justice-resource-guide/deij-primer/understanding-power-privilege-intersectionality

Echo Training Graphics https://www.echotraining.org/infographics/

• “Physical impact of trauma”

• “The impact of trauma”

• “How to support someone who has experienced trauma”

• “Trauma-informed support for children”

• “Do’s and Don’ts of a trauma-informed classroom”

• “Trauma-informed arrow”

Provider Contact Information
Provider contact information for questions regarding accreditation of the activity:

Center for Learning and Professional Development
ACE Office
Dartmouth Health
[email protected]

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Mitigation of Relevant Financial Relationships

Dartmouth Health adheres to the ACCME’s Standards for Integrity and Independence in Accredited Continuing Education.  Any individuals in a position to control the content of a CE activity, including planners, faculty, authors, or others are required to disclose all financial relationships with ineligible companies^.  All relevant financial relationships have been mitigated prior to the commencement of the activity.

^Ineligible Company is any entity whose primary business purpose is producing, marketing, selling, re-selling or distributing healthcare products used by or on patients.