What’s New in ASQ-3?
Using the ASQ-3 with Young
Children and their Families
Webinar
Pat Kluzik Stauch
Resource Specialist
STAR NET Region II
What’s New in ASQ-3?
4:00
Welcome to our Webinar!
4:25
Introduction to ASQ-3
5:00
Using the ASQ-3 with Young Children
5:30
Sharing Results with Families
5:45
Discussion and Closing Comments
2
Objectives
9 Identify what’s new in ASQ-3.
9 Score a sample ASQ-3.
9 Interpret ASQ-3 information in relation to
cut-off scores and other referral
considerations.
9 Understand importance of sensitive
communication of screening results.
9 Identify appropriate follow-up activities.
3
ASQ-3 and Developmental
Screening of Young Children
4
What are we talking about?
Assessment
3process of obtaining
information for the purposes of
making decisions
Screening
3a quick assessment process
used to determine if a child
needs further evaluation
5
Screening
Beyond Cutoff
Near Cutoff
Refer for
Evaluation
Eligible
Not Near Cutoff
Monitor/Re-Screen
Develop learning plans
based on CurriculumBased Assessment
Not Eligible
6
Reasons for Screening Children
To refer children for evaluation
To meet federal, state and program
requirements
To monitor the development of children
that do not have disabilities
To connect parents with local resources
7
Other reasons?
And More Definitions
Referral
3process of connecting parents with other agencies
for purposes of evaluation and/or service
Evaluation
3process of using assessment information to make
comparisons and decisions; process of identifying a
delay or disability
Monitoring
3periodic developmental screening
8
Parent Report and ASQ-3
9 Parents are reservoirs of rich information
9 Parental involvement reduces cost
9 Screening helps structure observations,
reports and communications about child
development
9 Screening can be used as a teaching tool
Source: ASQ and ASQ:SE training, University of Oregon, 2004
9
Accuracy in Parent Report
‹ As accurate as formal measures for identifying
cognitive delay (Glascoe, 1989, 1990; Pulsifer, 1994)
‹ As accurate as formal measures for identifying
language delay (Tomblin, 1987)
‹ As accurate as formal measures for identifying
symptoms of ADHD and school related problems
(Mulhern, 1994)
‹ More accurate than Denver for predicting school-age
learning problems (Diamond, 1987)
Source: ASQ and ASQ:SE training, University of Oregon, 2004
10
No single screening
strategy will work for
all families,
all programs,
all the time.
11
Ages & Stages
Questionnaires-3
12
ASQ-3: What’s New?
‹ 21 questionnaires
3
1 month – 66 months
3
New 2 month and 9 month questionnaires
3
Age range of each questionnaire clearly identified
‹ New score summary page
3 Revised cut-off scores
3 Monitoring zone
‹ Additional questions in Overall section
‹ Extensive data base
‹ Revised and updated ASQ-3 User’s Guide and
technical report
13
ASQ-3: What stayed the same?
‹Selected skills
3 Easily observed or elicited by parents
3 Highly likely to occur in home setting
3 Indexed to important developmental milestones
‹High reliability and validity
‹Parent involvement & Parent completed
‹Translations available
‹Vocabulary at 6th grade reading level
‹Parent concerns are always followed up
14
ASQ-3
Materials
www.agesandstages.com
15
ASQ-3 Starter Kit
;User’s Guide
;Quick-Start Guide
;Paper Questionnaires with Scoring
Sheets
;Parent Conference Sheet
;Child Monitor Sheet
;Key code and CD-Rom
16
ASQ-3 Screening Process
9 Read the User’s Guide
9 Select the appropriate ASQ-3 interval
9 Assemble needed materials
9 Support parents’ completion of questionnaire
9 Score the ASQ-3 and review the Overall section
9 Interpret scores
9 Share and discuss results with families
9 Suggest follow-up possibilities
9 Agree on next steps
17
ASQ-3 Questionnaire Design
‹ 6 questions in each domain
‹ Questions are in hierarchical order
‹ Based on typical development
‹ Questions are answered
; yes
; sometimes
; not yet
18
Let’s take a look at the
36 month ASQ-3
questionnaire for
Jonathon
19
Using the ASQ-3
Screening Results
20
Gather Additional Information
‹Biological / Health factors
‹Environmental factors
stressful life events
social supports
family/caregiving environment
‹ Developmental history
‹ Family and cultural context
‹ Parent concerns
‹ Extent and frequency of contact
‹ Availability of resources
21
After Screening with ASQ-3
; Emphasize Strengths
“Can Do” more than “Can’t Do”
Skills more than Scores
; Describe
Don’t Label / Don’t Diagnose
; Listen & Respond to Parent Concerns
; Suggest Activities
; Discuss Follow-up
; Use Effective Communication Skills
22
Questions or
Comments?
23