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School-Based Speech-Language Pathologists' Attitudes and Knowledge About Trauma-Informed Care.

Mikayla M Roberson¹, Emily Lund¹

¹Davies School of Communication Sciences and Disorders, Texas Christian University, Fort Worth.

Language, Speech, and Hearing Services in Schools

|September 2, 2022

Summary

This summary is machine-generated.

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Trauma-informed care training enhances school speech-language pathologists' knowledge and attitudes. This study validated the ARTIC-45 survey for assessing these perspectives in clinicians working with traumatized children.

Area of Science:

Speech-language pathology
Trauma-informed care
Child psychology

Background:

Children experiencing trauma often require specialized support.
Speech-language pathologists (SLPs) play a crucial role in the educational and developmental well-being of children.
Understanding SLPs' perspectives on trauma-informed care is essential for effective intervention.

Purpose of the Study:

To assess the attitudes and knowledge of school-based SLPs regarding trauma-informed care.
To explore factors influencing SLPs' understanding and application of trauma-informed principles.
To validate a survey instrument for measuring trauma-informed care attitudes in this population.

Main Methods:

A survey was administered to 116 school-based SLPs.

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The Attitudes Related to Trauma-Informed Care Scale Version 45 Education (ARTIC-45) was used.

Data collected included work experience, trauma training history, and demographic variables.

Main Results:

SLPs' attitudes generally aligned with trauma-informed care principles, but with significant variation.
Self-rated knowledge of trauma-informed care correlated with survey scores.
Participants who completed trauma-informed care training demonstrated more informed perspectives and knowledge.

Conclusions:

Trauma-informed care training appears beneficial for SLPs working with children affected by trauma.
The ARTIC-45 survey shows preliminary validity for use with speech-language pathologists.
Further research is warranted to optimize trauma-informed care practices in schools.