104
Papers Topic - Developmental Screening Advancing Comprehensive Early Childhood Intervention P1.12 Advancing Scale-Up of Developmental Screening: Leveraging Systems Data to Identify Key Drivers to Implementation Presenting Author: Sondra M. Stegenga (USA) Affiliation: University of Utah Co-Authors: Melissa Behm, Tamela Mannes, Jane Squires
Session 1
P1.14 Pilot Studies on Developmental Screening in Bulgaria Presenting Author: Ivan St. Ivanov (Bulgaria) Affiliation: Department of Pediatrics, Medical University of Plovdiv; Unique Medical Center, Plovdiv, Bulgaria Co-Authors: Vanya Kaneva, Snezhana Radeva, Elena Timova The study aims to determine the applicability of universal screening in Bulgarian communities. Otoacoustic emissions and retinal red reflex was tested in 449 neonates. 294 (77% of all) infants at 9 months and 239 (64%) at 18 months were tested with the Ages and Stages Questionnaire, 3rd edition (ASQ-3). In the other 76 infants, ASQ-3 was compared with the Manova- Tomova Assessement (MT) and Developmental Profile, 3d edition (DP-3). Neonatal screening failure was found in 4 neonates for hearing and in 2 neonates for vision. At 9 months, 52 (17.7%) infants were referred for early intervention and 59 (20.1%) for monitoring, mostly for gross motor and personal-social domain results. At 18 months, the corresponding data were 31 (13.0%) for fine motor and 40 (16.7%) for problems solving. At 9 months, the correlation coefficient of ASQ-3 with MT was 0.660, with DP-3 being -0,786; and at 18 months –0.731 and 0.814, respectively. In conclusion, universal screening is applicable. Challenges with coverage and methodology must be solved. P1.15 Validation Study of the ASQ-STEPS, a Culturally Responsive Developmental Outcome Measure for Australian Indigenous Children Presenting Author: Anita D'Aprano (Australia) Affiliation: University of Melbourne, Department of Pediatrics, Medicine Dentistry and Health Sciences; The Royal Children's Hospital Melbourne, Centre for Community Child Health Co-Authors: Isabel Brookes, Francesca Lami The ASQ-Steps for Measuring Aboriginal Child Development (ASQ-STEPS) is a culturally responsive developmental outcome measure for Australian Indigenous children aged 1-60 months. We aim to examine reliability and validity of the ASQ-STEPS in the Australian Indigenous context. Methods: We undertook a participatory, cross-sectional study partnering with Aboriginal Community controlled and government organizations in urban, regional, and remote Australian sites. A unidimensional item response model was fitted to the data from the administration of the ASQ-STEPS. We will present findings on the performance of the ASQ-STEPS from its administration with 326 children across five sites, including domain internal consistency, calibrated item progression visualized via Wright Maps, and correlation of individual items. Validation of the ASQ-STEPS will enable communities to implement with confidence a culturally responsive developmental outcome measure for assessing the impact of early childhood programs. Implications for policy and future research will also be discussed. Multiple Appraisals of Progress for Infants, Toddlers, and Preschoolers (MAP-IT)’s primary goal is to study the use of community-wide developmental and behavioral screening and referral outcomes to evaluate community progress in supporting infants’ and young children’s development and early learning as the foundation for future school readiness. Using developmental and behavioral screening and referral to build a linked system of identification, referral, services, and tracking, MAP-IT provides information to community stakeholders about ways to support healthy development in infants and young children and build a foundation for future school readiness. Outcomes on developmental and behavioral screening measures, as well as community demographic data from sites in OAISD, will be analyzed to describe system factors related to promoting child and family developmental well-being. This poster will outline the community history, structures, and collaboration around developmental screening. There is significant research on the benefits of early screening, identification, and subsequent early intervention (e.g., Barger et al., 2018). In 2006, the American Academy of Pediatrics formally recommended inclusion of developmental screening as part of well-childcare. Yet, even after nearly 20 years, screening efforts have not achieved full-scale use (Hirai et al., 2018). This is because scale-up in complex systems and real world settings is difficult. Therefore, added attention to implementation outcomes, such as drivers and supports, is needed (e.g., King et al., 2010; Morelli et al., 2014; Rispoli et al., 2021). Using frameworks from implementation science, this project leverages 15 years of developmental screening data in a Midwest state in the US to examine key drivers to adoption, reach, and sustainability of developmental screening. Findings on key drivers, as well as methods and data-linking procedures, will be presented. P1.13 Multiple Appraisals of Progress for Infants, Toddlers, and Preschoolers (MAP-IT): Scale Up of Developmental Screening Presenting Author: Tamela Mannes (USA) Affiliation: Ottawa Area Intermediate School District, Michigan Co-Authors: Melissa Behm, Jane Squires, Sondra Stegenga
Made with FlippingBook - professional solution for displaying marketing and sales documents online