Towards a shared understanding of the communication development and assessment of Aboriginal and/or Torres Strait Islander Children: a scoping review
Tracks
Concurrent session W2
Aboriginal and Torres Strait Islander
Assessment
Early language
| Wednesday, May 29, 2024 |
| 10:50 AM - 11:05 AM |
| Meeting Room 01 |
Overview
Lydia Timms, Hannah Owuor and Georgia Perry
Details
⏫ Research insights
📚 Assumed knowledge of attendees: Foundational (new/casual familiarity with the topic e.g. treated a single case)
📚 Assumed knowledge of attendees: Foundational (new/casual familiarity with the topic e.g. treated a single case)
Presenter
Dr Lydia Timms
Towards a shared understanding of the communication development and assessment of Aboriginal and/or Torres Strait Islander Children: a scoping review
10:50 AM - 11:05 AMPresentation summary
Background: The cultural appropriateness of developmental assessment tools has been linked to their diagnostic effectiveness. The use of inappropriate assessment tools can lead to misdiagnosis of language disorder. This scoping review is the first step in a collaboration with Aboriginal and/or Torres Strait Islander Health workers and families in Western Australia to improve access to appropriate services while considering the unique language and cultural features and strengths of Aboriginal and/or Torres Strait Islander children.
Aim: To evaluate the cultural appropriateness and reliability of developmental assessment tools currently available for use with Aboriginal and/or Torres Strait Islander children. This involved investigating the characteristics, validity, and stakeholder perceptions of identified tools, and the recommendations provided in the studies to inform future development and implementation of these tools.
Methods: A systematic scoping review of the literature was conducted through electronic databases and citation searching. Studies specifically focusing on Aboriginal and/or Torres Strait Islander children aged 0 to 6 years were included. Inclusion also required that the appropriateness, efficacy, reliability, or acceptability of tools to assess early language development was reported.
Results: From 401 studies initially identified, 13 studies were included in this review. Findings showed that most assessment tools had been evaluated in one study for either validity or stakeholder perceptions, with small sample sizes. The ASQ-TRAK, however, was evaluated across multiple studies and larger sample sizes, showing good validity and positive parent and healthcare worker perceptions of its cultural appropriateness.
Conclusion: The ASQ-TRAK was supported as being the most culturally appropriate and reliable developmental assessment tool currently available. Nonetheless, further development and evaluation of assessment tools specifically for the language development of Aboriginal and/or Torres Strait Islander preschoolers was recommended, especially in the Western Australian context.
Aim: To evaluate the cultural appropriateness and reliability of developmental assessment tools currently available for use with Aboriginal and/or Torres Strait Islander children. This involved investigating the characteristics, validity, and stakeholder perceptions of identified tools, and the recommendations provided in the studies to inform future development and implementation of these tools.
Methods: A systematic scoping review of the literature was conducted through electronic databases and citation searching. Studies specifically focusing on Aboriginal and/or Torres Strait Islander children aged 0 to 6 years were included. Inclusion also required that the appropriateness, efficacy, reliability, or acceptability of tools to assess early language development was reported.
Results: From 401 studies initially identified, 13 studies were included in this review. Findings showed that most assessment tools had been evaluated in one study for either validity or stakeholder perceptions, with small sample sizes. The ASQ-TRAK, however, was evaluated across multiple studies and larger sample sizes, showing good validity and positive parent and healthcare worker perceptions of its cultural appropriateness.
Conclusion: The ASQ-TRAK was supported as being the most culturally appropriate and reliable developmental assessment tool currently available. Nonetheless, further development and evaluation of assessment tools specifically for the language development of Aboriginal and/or Torres Strait Islander preschoolers was recommended, especially in the Western Australian context.
Key messages
A number of assessment tools have been documented, however few have shown high validity, AND cultural sensitivity/acceptability.
Families play a necessary role in the development of progression toward speech, language and communication goals within their cultural context.
Aboriginal and/Torres Straight islander children's language capabilities require further emphasis and resourcing in SP practice
Families play a necessary role in the development of progression toward speech, language and communication goals within their cultural context.
Aboriginal and/Torres Straight islander children's language capabilities require further emphasis and resourcing in SP practice
Research methodologies, engagement, and alignment with First Nations peoples' community aspirations and needs
This scoping review is one of the first steps in a broader project initiated by a WA Aboriginal community who sought the support of the health workers and researchers to document the communicative strengths of their children and to access culturally sensitive speech pathology services when concerns existed. Two Aboriginal researchers are investigators on the grant funding this project and the project was approved by and continues to receive the support of a local Aboriginal Advisory Group.
**********
Dr Lydia Timms is a Teaching and Research Academic within the Speech pathology Department of Curtin University. She has the pleasure of working alongside exceptional future speech pathologists as they complete honours, graduate entry masters and postgraduate research projects. She is also part of an active group of health professionals and researchers who work with local community, striving towards improvements in the ear health and communication outcomes of Aboriginal and/or Torres Strait Islander Children. Apart from research, Lydia coordinates the fieldwork program for the two Curtin courses and teaches into various units on child development and audiology.
Mrs Hannah Owuor
Speech Pathologist
Senseswa
Towards a shared understanding of the communication development and assessment of Aboriginal and/or Torres Strait Islander Children: a scoping review
10:50 AM - 11:05 AM**********
Miss Georgia Perry
Towards a shared understanding of the communication development and assessment of Aboriginal and/or Torres Strait Islander Children: a scoping review
10:50 AM - 11:05 AM**********
Session chair
Kathryn McKinley
National President
Speech Pathology Australia
Student volunteer(s)
Emily Candy
Curtin University
Michelle Lenihan
Edith Cowan University
The information contained in this program is current at of the time of publishing but is subject to changes made without notice.
Disclaimer: © (2024) The Speech Pathology Association of Australia Limited. All rights reserved.
Important Notice, please read: The views expressed in this presentation and reproduced in these materials are not necessarily the views of, or endorsed by, The Speech Pathology Association of Australia Limited ("the Association"). The Association makes no warranty or representation in relation to the content, currency or accuracy of any of the materials comprised in this presentation. The Association expressly disclaims any and all liability (including liability for negligence) in respect of use of these materials and the information contained within them. The Association recommends you seek independent professional advice prior to making any decision involving matters outlined in this presentation including in any of the materials referred to or otherwise incorporated into this presentation.
.
