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A majority of students with emotional and behavioral disorders (EBD), particularly those served in alternative educational settings, have a history of trauma exposure before placement. Evidence-based interventions such as Check-In/Check-Out (CICO) may be more effective for these students if the interventions are systematically adapted to include trauma-informed principles within intervention features. In this article, adaptations to CICO to benefit students with EBD with a history of trauma exposure are presented.