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ASQ-3 and ASQ:SE A Screening Tool For Pennsylvania’s Early Learning Practitioners 1.

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Presentation on theme: "ASQ-3 and ASQ:SE A Screening Tool For Pennsylvania’s Early Learning Practitioners 1."— Presentation transcript:

1 ASQ-3 and ASQ:SE A Screening Tool For Pennsylvania’s Early Learning Practitioners 1

2 Definitions  Screening  Assessment  Evaluation 2

3 3 Screening is…  A brief process that allows teachers, parents, or practitioners to determine whether a child is developmentally “on track” or not.

4 Screening…  DOES help to identify children who should receive a more intensive evaluation  DOES NOT lead to a decision about whether a child has a developmental delay! 4.

5 Assessment is…  An ongoing process conducted by trained personnel, along with families, to identify a child’s strengths and needs and to create learning opportunities that will encourage developmental progress. 5

6 Multi-disciplinary evaluation (MDE) is… 6  An in-depth evaluation of one or more developmental areas to:  determine the nature and extent of a physical or developmental problem and  determine if the child is eligible for more intensive services (early intervention)

7 Evaluations are completed by specialized programs:  Early intervention (EI)  Mental health/social service  Health systems 7

8 8 Typically, screening involves… Information gathering activities What are some ways that you gather info about children??

9 9 Tests don’t make decisions. People do!!!! (Neisworth and Bagnato)

10 Why screen?  Screening young children is an effective, efficient way for professionals to catch problems and start treatment  ver?pagename=ter_util_babybrainflash ver?pagename=ter_util_babybrainflash 10

11  “Compensating for missed opportunities, such as the failure to detect early difficulties...often requires extensive intervention, if not heroic efforts, later in life.” — From Neurons to Neighborhoods 11 Early detection is critical

12 Formal Screening Tools  Are based on the performance of a representative sample of young children  Identify children who may have a developmental delay and need referred for further evaluation. 12

13 Why the ASQ System…  Is quick and easy to use  Sound research base  Requires little training  Fits well with PA’s standards  Flexible and can be used in various types of programs 13

14 Ages and Stages Questionnaires:2 Components 14

15 Let’s look at the ASQ Divided into 5 developmental domains  Communication  Gross motor  Fine motor  Problem-solving  Personal-social 15

16 Features of the ASQ  21 questionnaires between 4 and 60 months of age  2, 4, 6, 8, 9, 10, 12, 14, 16, 18, 20, 22, 24 months  27, 30, 33, 36months  42, 48, 54, 60 months 16

17 Features of the ASQ 17  Each questionnaire includes a checklist of 30 items  And an Information Summary page with a section for plotting scores and an area for general concerns.

18 The items…  Written at 4 th to 6 th grade reading level, some illustrations  Ordered from easy to average skill level 18

19 Cultural considerations  Adaptations can be made for cultural backgrounds  Substitute alternative items that will assess the targeted skill Or  Omit the item and follow directions for scoring with unanswered questions (User’s guide page 72) 19

20 Selecting the appropriate questionnaire…  Through 24 months, administer within 2-month (16 month is valid from months)  Over 24 months, the window is stretched so there are no gaps See Handout: Guide for selecting appropriate questionnaire 20

21 Adjusting for Pre-maturity  For infants up to 24 months of age who were born 3 or more weeks pre-mature, adjust their age by:  Subtracting weeks of pre-maturity from present age to determine “adjusted age”  Use the questionnaire that corresponds to “adjusted age”.

22 For more information:  Suggested readings  Activity Sheets  Complete technical information 22 The User’s Guide

23 Scoring  Review the questionnaire for items with missing responses.  Items are scored as:  Yes – 10 points  Sometimes – 5 points  Not yet – 0 points 23

24 Scoring  Total the points for each developmental area (Gross Motor, Fine Motor, Communication, Problem-Solving, Personal-Social).  Transfer each total to the Information Summary sheet.  Record the scores on the scoring grid and fill in the appropriate bubbles on the bar gr aph. 24

25 Scoring  Transfer responses and any notes from the Overall section.  Record any follow-up decisions 25

26 Interpreting Results  Review the Summary sheet (the five total scores and the Overall responses).  Review any additional information that you may have (discussions with family, notes). 26

27 Interpreting Results  A score above the cutoff (the white area of the bar) indicates that the child appears to be doing well Providing an enriched environment will promote continued healthy development. 27

28 Interpreting Results  Each developmental area has a “cutoff point”. A score in the light gray shaded area in the bar graph is close to the cutoff. A score in this area means that the child may need practice in this area and development should be closely monitored. 28

29 Interpreting Results  A score below the cutoff or in the dark shaded section of the bar graph indicated that the child may need further assessment. 29

30 Interpreting Results  Review the responses to the Overall section of the questionnaire.  These responses may indicate the need for further assessment, even if total scores are well above cutoff points. 30

31 Practice scoring: Michael’s ASQ Discuss findings - Scores-cut offs - Overall section Discuss recommendations

32 The Ages & Stages Questionnaires: Social-Emotional 32

33 The ASQ and ASQ:SE Relationship 33  ASQ:SE was designed to focus on the social and emotional behaviors of children  Should be used in conjunction with the ASQ or other screening tool

34 ASQ:SE Focuses on  Social competence  The ability to engage in positive interactions with peers, siblings, parents and other adults  Emotional competence  The ability to effectively regulate emotions to accomplish one’s goals 34

35 ASQ:SE  Completed by the child’s parents or primary caregivers  Completed in minutes 35

36 ASQ:SE  8 questionnaires that can be used with children from 3 to 66 months of age  Questionnaires vary in length  English and Spanish versions available 36

37 ASQ:SE 37  Covers 7 areas  Self-regulation  Compliance  Communication  Adaptive functioning  Autonomy  Affect  Interaction with people  Includes general concerns area

38 ASQ and ASQ:SE Training Materials by Jane Squires, Jane Farrell, Jantina Clifford, Suzanne Yockelson, and Elizabeth Twombly Copyright © 2008 by Paul H. Brookes Publishing Co., Inc. All rights reserved. For more information about the ASQ and ASQ:SE, see Behavioral areaDefinition Self-regulationAbility/willingness to calm, settle, or adjust to physiological or environmental conditions ComplianceAbility/willingness to conform to the direction of others and follow rules CommunicationVerbal/nonverbal signals that indicate feelings, affect, and internal states AdaptiveAbility/success in coping with physiological needs AutonomyAbility/willingness to establish independence AffectAbility/willingness to demonstrate feelings and empathy for others Interaction with peopleAbility/willingness to respond to or initiate social responses with caregivers, adults, and peers

39 ASQ:SE User’s Guide  Case Studies  Sample letters 39

40 Let’s look at a questionnaire! Louis’ 6 month questionnaire 40

41 Scoring  Items are scored as  Most of the time = 0 or 10 points  Sometimes = 5 points  Rarely or never = 0 or 10 points  Is this a concern? Yes = 5 points  X=10 pts; V=5 pts; Z=0 pts.  Why does scoring happen this way? Because both competence AND problem behaviors are targeted within the tool 41

42 Scoring  Scores for each item are combined for a total score which is recorded on the last page.  A high score may be indicative of concerns. Each questionnaire has an age-specific cutoff score. 42

43 What have we learned about Louis from his ASQ:SE screening? What recommendations might we make?

44 Reminder:  The results from the ASQ and the ASQ:SE will not identify which children have delays and which do not. It simply suggests which children need to be referred on for further in-depth evaluation. 44

45 Discussing results with families  Share the completed screener with family as quickly as possible  Review the purpose of screening  Listen to families’ perspective 45

46 Discussing results with families  Discuss the scoring section  On target - discuss & share activities  In the shaded area- consider referral or monitor and follow up soon  Beyond cutoff – consider referral for further evaluation, i.e. Early Intervention 46

47 Discussing Results with Families  Avoid terms such as “test”, “fail”, “normal” or “abnormal”  Together make a decision about next steps 47

48 Discussing Results with Families  Provide parents with appropriate follow-up information such as  Learning activities (intervention activities are included in the ASQ-3 box and Appendix C of the ASQ: SE User’s Guide)  Referral options  Information about community resources  Reminders about when to schedule follow-up 48

49 Making a referral  Where to call – contact information CONNECT- Early Intervention Helpline  Parent permission to share information  Participate in planning process, with parent permission 49

50 Early Intervention is:  Free  Voluntary  A system of supports to the family and child in order to enhance the child’s developmental capacities 50

51 Early Intervention Evaluation  A comprehensive look at a child’s skills and behaviors  Determines eligibility for further early intervention services  Makes recommendations to address areas of concern 51

52 Resources for Early Education Practitioners about EI  An Early Education Provider’s Guide to Early Intervention Services in PA  %20Publications/Browse/Single/?id=4dc09560cd69f 9ac7f4b0000 %20Publications/Browse/Single/?id=4dc09560cd69f 9ac7f4b0000

53 Resource for Families  A Family’s Introduction to Early Intervention in PA  website.s3.amazonaws.com/images/2011/08/05/ what_is_EI_rack_card7_11.pdf website.s3.amazonaws.com/images/2011/08/05/ what_is_EI_rack_card7_11.pdf 53

54 Activity  Case Study and role play- Emily  Part 1-  Use the scored screening tools  Read the Background info that is provided on child/family  Discuss with group possible recommendations for the family  Part 2-  Engage in a role play (groups of 5)  Be prepared to share your experience with the group

55 Implementation in ECE program  Share this training with your staff  Decide how screening will be implemented  Who, when, how often, how will results be shared with families  Document your process in parent handbook  Before beginning to screen, get parent permission (see pg 35/36 in manual for sample) 55

56 Consider your next steps?  What are your plans as you leave the session?  What support may you need to get started, or for follow up once you have started? 56

57 Questions?? Need assistance? Contact … Jennifer Murphy


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