What's New in ASQ-3? - The Center

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
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Objectives
Identify what’s new in ASQ-3.
Score a sample ASQ-3.
Interpret ASQ-3 information in relation to
cut-off scores and other referral
considerations.
Understand importance of sensitive
communication of screening results.
Identify appropriate follow-up activities.
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ASQ-3 and Developmental
Screening of Young Children
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What are we talking about?
Assessment
process of obtaining
information for the purposes of
making decisions
Screening
a quick assessment process
used to determine if a child
needs further evaluation
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Screening
Beyond Cutoff
Near Cutoff
Not Near Cutoff
Refer for
Evaluation
Eligible
Not Eligible
Monitor/Re-Screen
Develop learning plans
based on Curriculum-
Based Assessment
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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
Other reasons?
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Referral
And More Definitions
process of connecting parents with other agencies
for purposes of evaluation and/or service
Evaluation
process of using assessment information to make
comparisons and decisions; process of identifying a
delay or disability
Monitoring
periodic developmental screening
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Parent Report and ASQ-3
Parents are reservoirs of rich information
Parental involvement reduces cost
Screening helps structure observations,
reports and communications about child
development
Screening can be used as a teaching tool
Source: ASQ and ASQ:SE training, University of Oregon, 2004
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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
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No single screening
strategy will work for
all families,
all programs,
all the time.
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Ages & Stages
Questionnaires-3
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ASQ-3: What’s New?
21 questionnaires
1 month – 66 months
New 2 month and 9 month questionnaires
Age range of each questionnaire clearly identified
New score summary page
Revised cut-off scores
Monitoring zone
Additional questions in Overall section
Extensive data base
Revised and updated ASQ-3 User’s Guide and
technical report
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ASQ-3: What stayed the same?
Selected skills
Easily observed or elicited by parents
Highly likely to occur in home setting
Indexed to important developmental milestones
High reliability and validity
Parent involvement & Parent completed
Translations available
Vocabulary at 6 th grade reading level
Parent concerns are always followed up
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ASQ-3
Materials
www.agesandstages.com
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User’s Guide
Quick-Start Guide
ASQ-3 Starter Kit
Paper Questionnaires with Scoring
Sheets
Parent Conference Sheet
Child Monitor Sheet
Key code and CD-Rom
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ASQ-3 Screening Process
Read the User’s Guide
Select the appropriate ASQ-3 interval
Assemble needed materials
Support parents’ completion of questionnaire
Score the ASQ-3 and review the Overall section
Interpret scores
Share and discuss results with families
Suggest follow-up possibilities
Agree on next steps
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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
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Let’s take a look at the
36 month ASQ-3
questionnaire for
Jonathon
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Using the ASQ-3
Screening Results
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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
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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
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Questions or
Comments?
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