Reactive attachment disorder in the classroom

Abstract

Students with Reactive Attachment Disorder (RAD) often display significant intrusive behaviors and need specific behavioral, social-emotional, and academic supports. Given the background of trauma consistent with a RAD diagnosis, it is imperative that school personnel understand the social-emotional behavioral supports needed to help children with a RAD diagnosis be successful. There is a lack of research to support behavioral interventions for RAD in the classroom, but the clinical/therapeutic literature on supporting children with RAD at home and in the community can be extended to the classroom. This article introduces background for RAD and suggests ways to support children with RAD by exploring common symptomology for children with RAD, including the concepts of attachment and disruption, common symptoms and behaviors, and best practice interventions.

Keywords:

• Attachment
• RAD
• reactive attachment disorder
• supporting students with RAD

Acknowledgments

The authors would like to acknowledge Carly Sholtis for her work in searching, organizing, checking, rechecking, and checking once again. The first author would also like to acknowledge By’Shey McDonald for being a teacher who is willing to meet students where they are, loving them, and teaching them. Thank you.

Additional information

Notes on contributors

Dusty Columbia Embury

Dusty Columbia Embury is an assistant professor at Wright State University. Her current research interests address supporting students with disabilities in and out of the classroom, technology as instructional support, mindfulness for students and teachers, and classroom action research.

Laura S. Clarke

Laura S. Clarke is a special education consultant (autism/low incidence) at the Northern Kentucky Cooperative for Educational Services and part-time faculty at Wright State University. Her current research interests include using assistive and other technology to support and include students with significant disabilities and supporting students with emotional and behavior disorders.

Christy Leaver

Christy Leaver is a licensed clinical social worker (LSCW) working with children, adults, and families in private practice. Her current research interests focus on attachment, trauma, and healing for individuals and families.