Table 2

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

DisciplineAssessmentOutcome measures
Day 1*
 Community navigatorCultural/language/spiritual health/social assessmentImpact of cultural and social determinants on child health and ability to participate in the Lililwan Project
 AudiologyTympanometryTympanic membrane mobility/middle ear function
AudiometryConductive and sensorineural hearing loss
Video-otoscopyTympanic membrane integrity or abnormality
LiSN-S assessment for Central Auditory Processing Disorder59Auditory processing abilities
 OphthalmologyCulturally appropriate optotypesVisual acuity
Nidek AutorefractorRefractive status
Clinical eye examinationOcular mobility, strabismus, nystagmus
Colour photograph of front of the eyeStructure of the iris and cornea
Colour photograph of the retina and optic nerveOptic nerve size, retinal vascular status
 School teacherASEBA teacher report form60Educational, competence and behavioural profile from teacher perspective
Sensory profile: school companion61Sensory processing profile in the school setting
Speech/language qualitative questionnaireSpeech, language and literacy abilities in the school setting
 Child health nurseAnthropometric measurementsHeight, weight, body mass index, head circumference, abdominal circumference, mid-arm circumference
Day 2
 Child psychologyUniversal Non-verbal Intelligence Test62Cognitive 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 trails63Aspects of executive function
Digit span subtest of the Wechsler Intelligence Scale for Children-IV64Aspects of executive function and short-term auditory memory
 Occupational therapyBruininks-Oseretsky Test of Motor Proficiency—age 4–21 years (BOT2)65Fine 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 subtests66Visual 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 Gould68Video recording of children participating in free play/activity for 10–15 minSocial 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 taskWorking phonological memory, literacy skills and phonological awareness
Sequencing and narrative discourse activity (conducted in Kimberley Kriol)Sequencing, grammar, recount, higher level expressive language
Oromotor assessmentArticulation, phonology and motor speech function
 Validated screening test used in English-speaking childrenClinical Evaluation of Language Fundamentals Screening Test (CELF 4), Australian language adaptation—age 5–21 years69Screening test for risk of a language disorder
 PaediatricsComplete 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)
Interpretation of anthropometric data using WHO child growth standards70Evidence of growth restriction, microcephaly
 PhysiotherapyBruininks-Oseretsky Test of Motor Proficiency—age 4–21 years (BOT2)65Bilateral coordination, balance, running speed and agility, upper limb coordination, overall body coordination, strength and agility
Quick Neurological Screening Test—II (Revised edition)—age 5 and above71Soft 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.