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Students with emotional and behavioral disorders served in alternative educational settings (e.g., residential treatment facilities) have been exposed to traumatic events at higher rates compared to their peers. Due to the significance of the need for connection with safe, healthy adults, in healing from past traumatic experiences and developing resilience to buffer future traumatic experiences, behavioral interventions may be more effective if they include trauma-informed adaptations specifically focusing on fostering the development of healthy relationships. One intervention that may be modified to include such adaptations is Check-in, Check-out. Chapter One consists of a systematic review of the current Check-in, Check-out literature examining what trauma-informed components were currently being described. Chapter Two consists of a reversal single-case design study examining the effects of trauma-informed Check-in, Check-out with the addition of trauma-informed conversational guide based on PRIDE (TI-CICO; Hackney et al., 2023a) and the substitution of the daily progress report (DPR) with a student guided self-reflection sheet (TI-CICO+SR). Three students in 4th and 5th grade with a history of prior traumatic exposures receiving their educational services in a residential treatment facility participated in this study. The effects of TI-CICO on youth on-task behavior and youth reported trauma symptoms were measured. A functional relation between on-task behavior and TI-CICO and TI-CICO+SR was observed for all three youth. Implications for practitioners, limitations, and future directions are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]