Children with Trauma Histories: Assessment, Intervention, and Advocacy
Course: #9738Level: Advanced 1.5 Hours 3021 Reviews
This is Part 2 of a two-part series. This course features assessment protocols for determining language abilities of children with trauma histories and evidence-based, trauma-informed intervention strategies. It discusses the responsibility of trauma-informed speech, language and hearing professionals to advocate for children who have experienced trauma.
This course is presented in joint partnership with the American Board of Child Language and Language Disorders (ABCLLD).
Part 1: Course 9737
On Demand
Course Type: Video
CEUs/Hours Offered: AG Bell - LSLS/1.5 Domain 3, Domain 4; ASHA/0.15 Advanced, Professional; Calif SLPAB/1.5; IACET/0.2; Kansas LTS-S1370/1.5; SAC/1.5
Course Preview
Watch the first six minutes of the course. Register for immediate access to the full course, which will also appear on your Pending Courses page.
Learning Outcomes
- After this course, participants will be able to explain the tenets of trauma-informed culturally responsive practice.
- After this course, participants will be able to describe how to create a trauma-informed assessment plan.
- After this course, participants will be able to describe how to create a trauma-informed intervention plan.
Course created on June 17, 2021
Agenda
| 0-5 Minutes | Introduction |
| 5-25 Minutes | Defining trauma-informed practice |
| 25-55 Minutes | Language assessment for children with trauma histories |
| 55-85 Minutes | Intervention for children with trauma histories |
| 85-90 Minutes | Summary, Q&A |
Reviews
3021 ReviewsPresented By
Yvette D. Hyter
PhD CCC-SLP, ASHA Fellow
Yvette D. Hyter, Ph.D., is Professor Emerita of Speech, Language, and Hearing Sciences at Western Michigan University in Kalamazoo, USA, and a Fellow of the American Speech-Language and Hearing Association. Dr. Hyter’s research focuses on the influences of culture on communication development with particular emphasis in pragmatic language and social communication in children with histories of maltreatment and children who speak African American English. As a founding member of the Children's Trauma Assessment Center of Southwest Michigan, Dr. Hyter’s clinical concentration is twofold: (1) the social pragmatic language of children with histories of maltreatment and prenatal alcohol exposure and (2) transdisciplinary assessments. She developed a social pragmatic communication assessment battery for young children that is currently being tested in Brazil, Cyprus, Greece, and the United States. Recently, Dr. Hyter and a colleague were funded a Resiliency Center grant through Western Michigan University.
Dr. Hyter has expertise in culturally responsive and globally sustainable practices. As Co-Director of a nonprofit, Cultural Connections: Transnational Research and Education Laboratory, she co-teaches study-abroad courses for students and community members in West Africa and in the U.S. Midwest about the causes and consequences of globalization on systems, policies, and practices. She has published articles underscoring the need for conceptual frameworks guiding practice in culturally responsive and globally sustainable ways, a co-authored textbook on culturally responsive practices through Plural Publishing, articles on the impact of childhood trauma on language and communication and served in national and international leadership positions regarding global practice, diversity, inclusion, and equity. Currently, Dr. Hyter is the owner of Language and Literacy Practices, Inc. through which she provides culturally and linguistically responsive, and trauma-informed assessments, interventions, and educational consultations.
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Sponsor Disclosure: This course is presented jointly by SpeechPathology.com and the American Board of Child Language and Language Disorders.
Content Disclosure: This learning event does not focus exclusively on any specific product or service.
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AG Bell - Listening and Spoken Language Credential
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Advanced Level
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