Quantifying Cognitive Impact: Trauma-Informed Practices and Executive Functions in Special Education

Abstract

This research investigates the correlation between trauma-informed practices and executive functioning in kids who are getting special education services. 150 pupils, aged 8 to 12 years, and their instructors took part in the research. The implementation of trauma-informed treatment was evaluated using the Trauma-Informed Treatment Implementation Scale (TICIS), while executive functions were examined using the Behavior Rating Inventory of Executive Function (BRIEF). Descriptive statistics, Pearson correlation coefficients, hierarchical regression analysis, independent samples t-tests, and analysis of covariance (ANCOVA) were used to analyze the data. The study found a strong beneficial correlation between the adoption of trauma-informed treatment and executive functioning, namely in the areas of inhibition and shifting. The research found that being exposed to trauma-informed therapies was linked to improved executive functioning, even when accounting for factors like age and gender. These results emphasize the significance of using trauma-informed strategies in special education environments to aid in the cognitive growth and academic achievement of kids who have experienced trauma.