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) |
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 |
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.