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D'Aprano A, Hunter SA, Fry R, Savaglio M, Carmody S, Boffa J, Cooke L, Dent A, Docksey A, Douglas J, Dunn A, Halfpenny N, Hewett M, Lipscomb A, Manahan E, Morton B, Mosse H, Ross D, Skouteris H. 'All Aboriginal and Torres Strait Islander children should have access to the ASQ-TRAK': Shared vision of an implementation support model for the ASQ-TRAK developmental screener. Health Promot J Austr 2024; 35:433-443. [PMID: 37431858 DOI: 10.1002/hpja.773] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2023] [Revised: 06/23/2023] [Accepted: 06/23/2023] [Indexed: 07/12/2023] Open
Abstract
ISSUE ADDRESSED The ASQ-TRAK, a strengths-based approach to developmental screening, has high acceptability and utility across varied Aboriginal and Torres Strait Islander contexts. While substantive knowledge translation has seen many services utilise ASQ-TRAK, we now need to move beyond distribution and support evidence-based scale-up to ensure access. Through a co-design approach, we aimed to (1) understand community partners' perspectives of barriers and enablers to ASQ-TRAK implementation and (2) develop an ASQ-TRAK implementation support model to inform scale-up. METHODS The co-design process had four phases: (i) partnership development with five community partners (two Aboriginal Community Controlled Organisations); (ii) workshop planning and recruitment; (iii) co-design workshops; and (iv) analysis, draft model and feedback workshops. RESULTS Seven co-design meetings and two feedback workshops with 41 stakeholders (17 were Aboriginal and Torres Strait Islander), identified seven key barriers and enablers, and a shared vision - all Aboriginal and Torres Strait Islander children and their families have access to the ASQ-TRAK. Implementation support model components agreed on were: (i) ASQ-TRAK training, (ii) ASQ-TRAK support, (iii) local implementation support, (iv) engagement and communications, (v) continuous quality improvement and (vi) coordination and partnerships. CONCLUSIONS This implementation support model can inform ongoing processes necessary for sustainable ASQ-TRAK implementation nationally. This will transform the way services provide developmental care to Aboriginal and Torres Strait Islander children, ensuring access to high quality, culturally safe developmental care. SO WHAT?: Well-implemented developmental screening leads to more Aboriginal and Torres Strait Islander children receiving timely early childhood intervention services, improving developmental trajectories and optimising long-term health and wellbeing.
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Affiliation(s)
- Anita D'Aprano
- Department of Paediatrics, University of Melbourne, Melbourne, Victoria, Australia
- Policy and Equity, Murdoch Children's Research Institute, Melbourne, Victoria, Australia
| | - Sue-Anne Hunter
- Sue-Anne Hunter Cultural Consultant, Melbourne, Victoria, Australia
| | - Rebecca Fry
- Policy and Equity, Murdoch Children's Research Institute, Melbourne, Victoria, Australia
| | - Melissa Savaglio
- Health and Social Care Unit, School of Public Health and Preventive Medicine, Monash University, Melbourne, Victoria, Australia
| | - Sarah Carmody
- Health and Social Care Unit, School of Public Health and Preventive Medicine, Monash University, Melbourne, Victoria, Australia
| | - John Boffa
- Central Australian Aboriginal Congress, Alice Springs, Northern Territory, Australia
| | - Louise Cooke
- Department of Education, Northern Territory Government, Darwin, Northern Territory, Australia
| | - Abigail Dent
- Aboriginal Children's Healing Team, Victorian Aboriginal Child Care Agency, Preston, Victoria, Australia
| | - Amanda Docksey
- Department of Education, Northern Territory Government, Darwin, Northern Territory, Australia
| | - Josie Douglas
- Central Australian Aboriginal Congress, Alice Springs, Northern Territory, Australia
- Central Land Council, Alice Springs, Northern Territory, Australia
| | - Adam Dunn
- Aboriginal Team, Take Two, Berry Street, Richmond, Victoria, Australia
| | - Nick Halfpenny
- MacKillop Family Services, Melbourne, Victoria, Australia
| | - Meg Hewett
- Department of Education, Connected Beginnings Program, Darwin, Northern Territory, Australia
| | - Adrienne Lipscomb
- Aboriginal Children's Healing Team, Victorian Aboriginal Child Care Agency, Preston, Victoria, Australia
| | - Esmai Manahan
- MacKillop Family Services, Melbourne, Victoria, Australia
| | - Belinda Morton
- Department of Education, Northern Territory Government, Darwin, Northern Territory, Australia
| | - Holly Mosse
- Aboriginal Team, Take Two, Berry Street, Richmond, Victoria, Australia
- Uniting, University of Warwick, Melbourne, Victoria, Australia
| | - Dawn Ross
- Central Australian Aboriginal Congress, Alice Springs, Northern Territory, Australia
| | - Helen Skouteris
- Health and Social Care Unit, School of Public Health and Preventive Medicine, Monash University, Melbourne, Victoria, Australia
- Warwick Business School, University of Warwick, Coventry, UK
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