Language Considerations for Children Exposed to Trauma: Perspectives through the International Classification of Functioning, Disability and Health Lens
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| Title: | Language Considerations for Children Exposed to Trauma: Perspectives through the International Classification of Functioning, Disability and Health Lens |
|---|---|
| Language: | English |
| Authors: | Erin Redle Sizemore (ORCID |
| Source: | Language, Speech, and Hearing Services in Schools. 2026 57(1):6-23. |
| Availability: | American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Office of Special Education Programs (OSEP) (ED/OSERS) |
| Contract Number: | H325K190069 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Language Acquisition, Language Skills, Trauma, Allied Health Personnel, Speech Language Pathology, Young Children, Child Abuse, Child Neglect, Family Environment, Environmental Influences, Child Health, Cognitive Ability, Brain, Activities |
| DOI: | 10.1044/2025_LSHSS-24-00126 |
| ISSN: | 0161-1461 1558-9129 |
| Abstract: | Purpose: The aims of this tutorial were to provide an overview of the World Health Organization's International Classification of Functioning, Disability and Health (ICF) framework and present how speech-language pathologists (SLPs) can use this framework to support the language skills of young children who have experienced complex trauma. Method: Included in this tutorial area is a brief review of the various forms of trauma, as well as the ways in which the ICF provides a unique model through which to view language impairments in children with a history of trauma exposure. Additionally, the known impact of trauma on language is reviewed through an ICF lens, including Body Functions & Structures, Activity, Participation, and Contextual Factors (Environmental and Personal Factors). A case study is also provided as an exemplar for using the ICF to guide assessment and treatment. Implications: This tutorial will facilitate SLPs' understanding of how the ICF framework can support understanding the complex interplay between exposure to trauma, language development, and language use in functional contexts. Strategies for optimizing assessment and intervention practices, as well as considering a child's environmental and personal factors, are reviewed. Ultimately, these practices help facilitate informed practices when providing language intervention in naturalistic contexts (including social/pragmatic) and supporting academic success. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499219 |
| Database: | ERIC |
| Abstract: | Purpose: The aims of this tutorial were to provide an overview of the World Health Organization's International Classification of Functioning, Disability and Health (ICF) framework and present how speech-language pathologists (SLPs) can use this framework to support the language skills of young children who have experienced complex trauma. Method: Included in this tutorial area is a brief review of the various forms of trauma, as well as the ways in which the ICF provides a unique model through which to view language impairments in children with a history of trauma exposure. Additionally, the known impact of trauma on language is reviewed through an ICF lens, including Body Functions & Structures, Activity, Participation, and Contextual Factors (Environmental and Personal Factors). A case study is also provided as an exemplar for using the ICF to guide assessment and treatment. Implications: This tutorial will facilitate SLPs' understanding of how the ICF framework can support understanding the complex interplay between exposure to trauma, language development, and language use in functional contexts. Strategies for optimizing assessment and intervention practices, as well as considering a child's environmental and personal factors, are reviewed. Ultimately, these practices help facilitate informed practices when providing language intervention in naturalistic contexts (including social/pragmatic) and supporting academic success. |
|---|---|
| ISSN: | 0161-1461 1558-9129 |
| DOI: | 10.1044/2025_LSHSS-24-00126 |
