Table 2

Clinical assessments and outcome measures conducted over three non-consecutive days, by discipline

Discipline	Assessment	Outcome measures
Day 1^*
Community navigator	Cultural/language/spiritual health/social assessment^†	Impact of cultural and social determinants on child health and ability to participate in the Lililwan Project
Audiology	Tympanometry	Tympanic membrane mobility/middle ear function
	Audiometry	Conductive and sensorineural hearing loss
	Video-otoscopy	Tympanic membrane integrity or abnormality
	LiSN-S assessment for Central Auditory Processing Disorder59	Auditory processing abilities
Ophthalmology	Culturally appropriate optotypes	Visual acuity
	Nidek Autorefractor	Refractive status
	Clinical eye examination	Ocular mobility, strabismus, nystagmus
	Colour photograph of front of the eye	Structure of the iris and cornea
	Colour photograph of the retina and optic nerve	Optic nerve size, retinal vascular status
School teacher	ASEBA teacher report form60	Educational, competence and behavioural profile from teacher perspective
	Sensory profile: school companion61	Sensory processing profile in the school setting
	Speech/language qualitative questionnaire	Speech, language and literacy abilities in the school setting
Child health nurse	Anthropometric measurements	Height, weight, body mass index, head circumference, abdominal circumference, mid-arm circumference
Day 2^‡
Child psychology	Universal Non-verbal Intelligence Test62	Cognitive profile, using non-verbal assessment of memory and reasoning, in symbolic and non-symbolic modalities
	ASEBA child behaviour checklist/6–1860 (carer questionnaire)^§	Competence in school, activities and social skills and behavioural problems profile, from carer perspective
	Children's colour trails63	Aspects of executive function
	Digit span subtest of the Wechsler Intelligence Scale for Children-IV64	Aspects of executive function and short-term auditory memory
Occupational therapy	Bruininks-Oseretsky Test of Motor Proficiency—age 4–21 years (BOT2)65	Fine motor precision, fine motor integration, manual dexterity and overall manual coordination
	Buktenica Test of Visual-Motor Integration—age 2–100 years, with Visual Perception and Motor Coordination subtests66	Visual motor skill, perception and integration
	Short sensory profile (carer questionnaire)67 ^§	Sensory processing in the home setting
Day 3^‡
Speech and language: screening assessments developed locally for Kimberley Kriol speakers specifically for this project, based on consultation with clinicians and language consultants and review of literature including Gould68	Video recording of children participating in free play/activity for 10–15 min	Social communication and peer interaction skills
	Interactive story telling using a culturally familiar story with moral theme (conducted in Kimberley Kriol)	Scores of comprehension using Blank Levels of questioning, expressive language and degree of prompting required (eg, repetition/rephrasing of question)
	Non-word repetition task	Working phonological memory, literacy skills and phonological awareness
	Sequencing and narrative discourse activity (conducted in Kimberley Kriol)	Sequencing, grammar, recount, higher level expressive language
	Oromotor assessment	Articulation, phonology and motor speech function
Validated screening test used in English-speaking children	Clinical Evaluation of Language Fundamentals Screening Test (CELF 4), Australian language adaptation—age 5–21 years69	Screening test for risk of a language disorder
Paediatrics	Complete physical, neurological and dysmorphology examination (including palpebral fissure length measurement and use of UW Lip-Philtrum Guide45)	Identification of dysmorphologies specific to antenatal alcohol exposure and physical health status (including common dental, skin, ear and respiratory disease)
Paediatrics	Interpretation of anthropometric data using WHO child growth standards70	Evidence of growth restriction, microcephaly
Physiotherapy	Bruininks-Oseretsky Test of Motor Proficiency—age 4–21 years (BOT2)65	Bilateral coordination, balance, running speed and agility, upper limb coordination, overall body coordination, strength and agility
Physiotherapy	Quick Neurological Screening Test—II (Revised edition)—age 5 and above71	Soft neurological signs

↵* Day 1 assessments will occur over a 2-week period for the entire cohort, not consecutively with day 2 or 3 assessments.
↵† Community navigators will conduct an informal non-standardised assessment of cultural, language and social issues and relay any relevant information to the clinical team for consideration prior to assessment and at the time of case conferencing.
↵‡ For logistical reasons, day 2 and 3 assessments will not always occur on consecutive days or in the order presented here.
↵§ The ASEBA Child Behaviour Questionnaire and Short Sensory Profile (carer questionnaire) will be interpreted in the local language and some items altered for cultural congruence.