Self-Reported Attitudes and Practices Related to Trauma-Informed Care: A Survey of Early Intervention Speech-Language Pathologists

Purpose: The aim of this study was to better understand current approaches to trauma-informed care employed by early intervention speech-language pathologists (SLPs). Method: Thirty-four early intervention SLPs, recruited through the American Speech-Language-Hearing Association Special Interest Group 1 electronic mailing lists and Facebook groups, completed an online survey administered over Qualtrics about attitudes toward and practices related to trauma-informed care. This survey included questions about demographics and clinical history, the 10-item Attitudes Related to Trauma-Informed Care scale, and open-ended questions about clinical practices in assessment and intervention. Results: Respondents reported knowledge of signs of maltreatment and positive attitudes toward trauma-informed care. Most respondents reported modifying assessment and intervention practices when working with families with a history of trauma. Reported modifications to clinical practice included maintaining awareness, maintaining flexible expectations, building trust/rapport with child/caregivers, allowing more time, collaboration and communication with child/caregivers, using informal assessments or making accommodations on formal assessments, respecting the child's choices, providing access to resources, altering the clinician's body/demeanor, adjusting activities and/or materials, emphasizing the positive, and maintaining consistency. Conclusions: Early intervention SLPs report integrating several elements of trauma-informed care, such as fostering safe relationships, supporting caregivers, and adapting environments to promote safety and trust. However, intentional focus on self-reflection, strength identification, and cultural responsiveness could strengthen practice.