Traumatic experiences are common in childhood, and children with a trauma history present with language difficulties at a higher rate than in the general population. However, when faced with similar experiences, some children struggle more with language than others. The purpose of this review was to determine the impact of the type, timing, and duration of trauma on children’s language outcomes, and to explore the individual, family, and community factors that may be relevant. Findings underscore the pressing need for speech-language pathologists to consider the complexity of language development for these children, and for trauma-informed practices.
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Authors
- Tegan Hryciw, MSc-SLP, R.SLP, S-LP(C), Faculty of Rehabilitation Medicine, University of Alberta
- Pamela Filiatrault-Veilleux, PhD, R.SLP, S-LP(C), Department of Communication Sciences and Disorders, University of Alberta
- Allision Ehnes, MSc-SLP, R.SLP, S-LP(C), Department of Communication Sciences and Disorders, University of Alberta
- Monique Charest, PhD, R.SLP, S-LP(C), CCC-SLP, Department of Communication Sciences and Disorders, University of Alberta