Parent Perceptions of Trauma-informed Assessments: A Quantitative Study

This dissertation looks at complex developmental trauma (CDT) and the impact it has on the developing child’s brain. This study focuses on two research questions: Do trauma-informed assessments offer students with a history of CDT more accurate assessment results when compared to traditional assessments completed by local school districts, as perceived by parents? Do trauma-informed assessments affect a parent’s belief that their child has more appropriate classroom interventions as a result of having completed a trauma-informed assessment? the implications of this study are that parents feel neuropsychological assessments provide their children with a trauma-informed experience, and they believe that private neuropsychologists are providing more accurate assessments and that those same assessments, conducted by neuropsychologists, lead to recommendations that more accurately match what their children need. Participating parents felt that having neuropsychological assessments, or both the neuropsychological assessment and the school/district assessment, meant their children received more appropriate interventions, increased educational opportunities, and more appropriate classroom interventions, when compared to the perceptions of parents whose children only received a school/district assessment.


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