Sara Sanders

Research Assistant Professor

The University of Alabama

United States

Research Interests

Explore related searches

Professors in United States

Contact this professor

Get a free first email built on one of their papers, ready for you to edit and send yourself.

About

Sara Sanders is a Research Assistant Professor at the University of Alabama, USA. Her research focuses on trauma-informed practices, literacy skills, and instructional strategies for youth, particularly those with emotional and behavioral disorders (EBD). Recent articles include studies on the effects of trauma-informed interventions and the integration of self-regulated strategy development approaches in educational settings.

Articles (15)

Year:

2025

Year:

2025

Year:

2024

Year:

2024

Year:

2023

Year:

2023

Year:

2023

Year:

2023

New science demonstrates how students with and at risk for emotional and behavioral disorders experience trauma at higher rates than their peers. When providing writing instruction to these students, it is imperative that the approaches used be viewed through a trauma-informed lens. This article describes steps teachers can take to view writing prompts and their administration of such prompts through a trauma-informed lens.

Year:

2023

Year:

2022

Year:

2022

Year:

2022

Year:

2022

Year:

2021

Year:

2021

Collaborators (4)

Debra McKeown

Associate Professor

Texas A&M University

UNITED STATES

View details

Robin Ennis

Professor

The University of Alabama

UNITED STATES

View details

Pamela Bailey

Teaching Assistant

The University of Alabama

UNITED STATES

View details

Aimee J. Hackney

University of New Mexico

UNITED STATES

View details

ApplyKite TwinLearns as you apply

Make your next move.

Prepare your application

Review drafts before you send them.

Sara Sanders

Research Interests

Explore related searches

Contact this professor

About

Articles (15)

The Effects of Trauma-Informed Check-in, Check-out for Youth With EBD in a Residential Treatment Facility

Addressing Literacy Skills of Adolescent Girls in a Juvenile Justice Facility: Using the Self-Regulated Strategy Development Instructional Approach to Improve Written Summaries

Exploring Facilitator and Student Conversations Within Check-In/Check-Out Intervention: A Systematic Review With Links to Trauma-Informed Conversations

It Didn’t Work as I Expected: Intensifying Writing Instruction to Meet the Needs of Students With Emotional and Behavioral Disorders

Integrating Trauma-Informed Practices Into Check-In/Check-Out for Use in Alternative Education Settings

Aiming High: Applying Goal Setting to Social and Emotional Learning Skills in the Elementary Classroom

Welcome to Our Class! Building Classroom Rapport to Support the Development of Social and Emotional Learning Skills

The effect of response modality on reading comprehension outcomes with the SRSD instructional approach for a youth in a residential treatment facility

This Prompt or That Prompt: Applying a Trauma-Informed Lens to Writing Instruction for Students With and at Risk for EBD

Assessment of effective strategy instruction and reading comprehension

Assessment of strategy instruction and self-regulation in reading comprehension: A review of the literature

Setting the stage: The importance of effective assessment for strategy instruction and self-regulation in implementation and research

“TRAP is legit!” using self-regulated strategy development to teach reading comprehension in a residential treatment facility

Self‐Regulated Strategy Development: A Framework for Effective Instruction across the Content Areas

Improving the Reading Comprehension Skills of Systems‐Involved Youth: A Preliminary Investigation of an Underserved Population

Collaborators (4)

Debra McKeown

Robin Ennis

Pamela Bailey

Aimee J. Hackney

Make your next move.