What We Learned about Early Identification and Screening

Goelman, Hillel; Ford, Laurie; Pighini, Maria J.; Dahinten, V. Susan; Synnes, Anne; Tse, Lillian; Ball, Jessica; Hayes, Virginia E.

doi:10.1057/9780230119338_6

Cited by 2 publications

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“…A key recommendation of D'Aprano et al (2011) in their Brigance trial was the need for a developmental screening tool that engaged Aboriginal parents in developmental monitoring. This is a view supported by early childhood researchers in other Indigenous contexts (Goelman et al, 2011;Preston, Cottrell, Pelletier, & Pearce, 2012). The adaptations made to the ASQ-3, including modification of items, translation into the local Aboriginal language, illustration of all items, and ensuring administration by interview, resulted in a version that was more accessible to Aboriginal parents and involved them in the developmental process.…”

Section: Clinical Significancementioning

confidence: 83%

Adaptation of the Ages and Stages Questionnaire for Remote Aboriginal Australia

et al. 2014

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A key challenge to providing quality developmental care in remote Aboriginal primary health care (PHC) centers has been the absence of culturally appropriate developmental screening instruments. This study focused on the cross-cultural adaptation of the Ages and Stages Questionnaires, 3rd edition (ASQ-3), with careful attention to language and culture. We aimed to adapt the ASQ-3 for use with remote dwelling Australian Aboriginal children, and to investigate the cultural appropriateness and feasibility of the adapted ASQ-3 for use in this context. We undertook a qualitative study in two remote Australian Aboriginal communities, using a six-step collaborative adaptation process. Aboriginal Health Workers (AHWs) were trained to use the adapted ASQ-3, and follow-up interviews examined participants' views of the cultural acceptability and usefulness of the adapted instrument. The adapted ASQ-3 was found to have high face validity and to be culturally acceptable and relevant to parents, AHWs, and early childhood development experts.

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Section: Clinical Significancementioning

confidence: 83%

Adaptation of the Ages and Stages Questionnaire for Remote Aboriginal Australia

et al. 2014

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“…At the same time, researchers examining EI systemic practices for children with diverse developmental needs described issues of inconsistencies and fragmentation of EI‐related information among professionals and for parents (Goelman et al, ). Goelman et al () have further described inconsistencies in follow‐up consultation and assessments for at‐risk infants. These inconsistencies have resulted in an absence of EI services these children may require during their preschool years.…”

Section: Context and Literature Reviewmentioning

confidence: 99%

Learning from parents' stories about what works in early intervention

et al. 2013

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Using a multiple case study approach, this ethnography examined the experiences of parents of children deemed at risk for developmental delays or disabilities who had received early intervention (EI) services (birth to age 3 years) in a large urban location in Western Canada. Participants (11 adult parents and 7 children) were drawn from six families. Methods of data collection included focus groups (FG), face-to-face interviews and file reviews. Member check and expert reviews were conducted throughout data collection and data analyses as part of the validation process in this ethnography. Qualitative content analyses followed by thematic analyses highlighted the implementation of family-centred practices (FCP) as a main theme. Parents identified how EI professionals using FCP embraced collaborative practices. FCP resulted in parents leading the EI process for their children. More specifically, EI professionals shared strategies and information to support parents in gaining a deeper understanding of their children's individual developmental characteristics. Parents expressed how empowering this level of understanding was for them as they learned to articulate what were their children's needs for developmental, health and educational services. Recommendations for future research include inquiring about parents' experiences for families of diverse constellations and/or residing in smaller urban or rural communities.

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What We Learned about Early Identification and Screening

Cited by 2 publications

References 0 publications

Adaptation of the Ages and Stages Questionnaire for Remote Aboriginal Australia

Adaptation of the Ages and Stages Questionnaire for Remote Aboriginal Australia

Learning from parents' stories about what works in early intervention

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