A Call to Action: Extending the Research on Trauma Assessment and Treatment for Children With Intellectual Disabilities and Extensive Support Needs

IF 2 3区 教育学 Q1 EDUCATION, SPECIAL Research and Practice for Persons With Severe Disabilities Pub Date : 2024-08-13 DOI:10.1177/15407969241268664
Elizabeth Liffley, Marisa H. Fisher
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Abstract

Children with intellectual and developmental disabilities and extensive support needs (ESN) face a high risk of experiencing traumatic events, which may lead to a myriad of negative mental and physical health and educational outcomes. Identifying symptoms and treating trauma, however, are challenging due to communication difficulties, vague or atypical symptom presentation, and limited assessment and treatment options. Using a community-engaged approach, educators would be beneficial partners for researchers as they are uniquely capable of overcoming these barriers. Due to their prolonged and daily interactions with children with ESN, educators are likely to recognize physical symptoms and changes in behavior that may quickly lead to the identification of trauma. Furthermore, their vast knowledge of children with ESN would help researchers develop and implement feasible school-based trauma treatments. Their capability makes them important partners in future research to address these problems. This Exchange explores the available literature on the identification and treatment of trauma among children with ESN as well as the role of educators in these processes and future research.
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行动呼吁:扩展智障儿童和有广泛支助需求儿童的创伤评估和治疗研究
有智力和发育障碍及广泛支持需求(ESN)的儿童面临着经历创伤事件的高风险,这可能会导致无数负面的身心健康和教育结果。然而,由于沟通困难、症状表现模糊或不典型以及评估和治疗方案有限,识别症状和治疗创伤具有挑战性。采用社区参与的方法,教育工作者将成为研究人员的有益合作伙伴,因为他们具有克服这些障碍的独特能力。由于教育工作者长期与 ESN 儿童进行日常互动,他们很可能识别出身体症状和行为变化,从而迅速识别出创伤。此外,他们对 ESN 儿童的丰富知识有助于研究人员开发和实施可行的校本创伤治疗方法。他们的能力使他们成为未来研究解决这些问题的重要合作伙伴。本交流会探讨了有关识别和治疗 ESN 儿童创伤的现有文献,以及教育工作者在这些过程和未来研究中的作用。
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来源期刊
CiteScore
4.30
自引率
20.00%
发文量
20
期刊最新文献
Corrigendum to “Teacher-Implemented Modified Schema-Based Instruction with Middle-Grade Students with Autism and Intellectual Disability.” A Call to Action: Extending the Research on Trauma Assessment and Treatment for Children With Intellectual Disabilities and Extensive Support Needs Experiences of Elementary Students with Complex Support Needs in Segregated Special Education Classrooms: A Mixed Methods Study Students Educated With Alternate Curriculum in Elementary School: Timing, Switching, and Educational Placements Educators’ Perceptions on the Involvement of Students With Complex Support Needs in PBIS: The Role of Educational Placement
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