Putting Knowledge to Practice: Bridging the Gap between Early Intervention, Child Development, and Organizational-Level Implementation Following Training and Coaching
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Authors
Peterson-Katz, Karys Laura
Date
Type
thesis
Language
eng
Keyword
Child development , Infant and early mental health , Ages and stages , ASQ , Developmental screening , Barriers and facilitators to screening , Indigenous child development , Child welfare
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Abstract
The early years (0-5) of childhood development are a critical period when implementation of programs that support crucial facets of development can have a positive impact on academic, health, social, and economic outcomes. Training on developmental screening tools and early intervention can improve practice and application by frontline staff in childcare and child welfare organizations. However, despite the known benefits of early identification and intervention, implementation of developmental screening tools and early intervention practice is inconsistent in Canadian organizations that engage with children under the age of 6 years. As such, children with developmental vulnerability across various environmental contexts are not reliably identified and supported. The aims of this dissertation were to utilize the Ages and Stages Questionnaire-3 (ASQ-3) and the Ages and Stages Questionnaire Social-Emotional:2 (ASQ:SE-2) to classify children at-risk for developmental delay by developmental domain, compare ASQ-3 and ASQ:SE-2 developmental scores between child welfare and community environmental contexts, and examine developmental status as a function of sex and Indigenous status. Further, this dissertation aimed to identify the barriers and facilitators to developmental screening and early intervention implementation in community-based organizations and child welfare agencies in Canada, following completion of a training and coaching model. To better understand the current state of developmental delay prevalence across contexts in the Canadian population, ASQ-3 and ASQ:SE-2 data was collected from community-based childcare and child welfare organizations that included both Indigenous and non-Indigenous children. In addition, semi-structured interviews were carried out with childcare practitioners, child welfare practitioners, and organization supervisors, and thematic analysis was used to identify the barriers and facilitators to implementing developmental screening tools and early intervention at an organizational level. Children involved with Canadian child welfare, regardless of Indigenous status, had a higher frequency and severity of developmental delay compared to children in non-foster care community settings. Four themes were identified that influenced uptake of developmental screening tools and early intervention at an organizational level: (1) cohesive networks support implementation efforts; (2) implementation success is dependent on shared perspectives; (3) established organizational policies increase implementation opportunities; and (4) COVID-19 guidelines create organizational challenges.
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ProQuest PhD and Master's Theses International Dissemination Agreement
Intellectual Property Guidelines at Queen's University
Copying and Preserving Your Thesis
This publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.