Speech Language Pathologists Knowledge and Practice of Trauma Informed Care

Date of Submission

Spring 2024

Document Type

Closed Research Project

Degree Name

Master of Science in Speech-Language Pathology

Department

Speech-Language Pathology

First Advisor

Ivonne Maldonado-De la Rosa, PhD, MLS, CCC-SLP

Abstract

Childhood trauma can significantly impact cognitive, emotional, behavioral, and communication development, creating challenges that affect academic success and participation in educational settings. Speech-language pathologists (SLPs) play an important role in supporting students who have experienced trauma; however, limited research has explored SLPs’ knowledge and application of trauma-informed practices (TIPs) within school settings. The purpose of this study was to examine speech-language pathologists’ and speech-language pathology assistants’ understanding of trauma-informed practices and how this knowledge influences service provision for students who have experienced trauma. A qualitative phenomenological research design was utilized. Data were collected through semi-structured interviews with five participants, including SLPs and SLPAs working in Arizona school and clinic settings. Interviews explored participants’ perceptions, experiences, and reported behaviors related to trauma-informed care. Thematic analysis was conducted to identify recurring patterns and themes across participant responses. Findings revealed that although participants recognized the importance of trauma-informed practices and believed trauma significantly impacts student outcomes, most reported limited or no formal training related to TIPs. Participants frequently relied on self-taught strategies, mentorship, and clinical experience to address student behaviors and emotional regulation during therapy sessions. Common themes included the need for increased empathy, understanding student triggers, building trust and rapport, and adapting therapy approaches to support emotional safety and regulation. Participants also emphasized the importance of interdisciplinary collaboration and expressed a strong desire for mandatory trauma-informed training for SLPs and school staff. Results highlight a significant gap between clinicians’ awareness of trauma-informed care and their preparedness to implement evidence-based trauma-informed strategies in practice. This study underscores the need for increased professional development and specialized training to support culturally responsive and trauma-informed speech-language services within school settings.

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