Introducing ASQ-3™ This presentation covers ASQ-3™, ASQ:SE-2™, and ASQ Online and their use in Kansas as a kindergarten readiness developmental snapshot.

Introducing ASQ-3™ This presentation covers ASQ-3™, ASQ:SE-2™, and ASQ Online and their use in Kansas as a kindergarten readiness developmental snapshot. Here is some information about using this PPT and related training materials: Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

ASQ Online Training Available
Series of three sessions April 11 from 11:00-1:00 ASQ Online/Family Access April 20 from 11:00-1:00 ASQ:3 April 24 from 11:00-1:00 ASQ:SE-2 Register at Click on the calendar of events to register Review agenda and materials with participants. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Training Objectives Review benefits of developmental screening
Describe features of ASQ-3 Learn to score ASQ-3 Describe and interpret ASQ-3 results Review sensitive communication of results with families and caregivers Discuss appropriate follow-up actions and consider how a developmental snapshot will help in the classroom Review agenda and materials with participants. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Friendly Reminders Not on our current listserv? to Please make sure your name and district number are in the request. Every elementary school will need ASQ:3 and ASQ:SE-2 ASQ is a Parent completed tool for Kindergarten Readiness Snapshot Kindergarten Readiness Factsheet found at Birth to Kindergarten entry Who uses the ASQ ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2017 Brookes Publishing Co. All rights reserved.

Ages & Stages Questionnaire
Ages and Stages Questionnaire will be used as the snapshot tool for Kindergarten Readiness beginning in the Fall of 2018. ASQ Collection window: August 1- September 20, 2018 Birth to Kindergarten entry Who uses the ASQ ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2017 Brookes Publishing Co. All rights reserved.

What Is Screening? Administration of a brief, accurate, valid tool that: Identifies children who are developing on schedule May identify children who would benefit from practice/support in specific areas Identifies children at risk for developmental delays who should be referred for further evaluation Answers the question: “What does this child need?” AND “Does this child need an in-depth assessment?” Screening results can identify what developmental domains or behavioral areas are strong and what to skills children are still developing. However, screening questions are not appropriate targets for individualized goals for children. Other types of assessments are used to identify children’s targeted goals. Developmental screening is similar in purpose to health screenings, such as a quick hearing or vision screening at school that identifies which children need follow up. Screening provides a quick snapshot of how children are doing and tells you which children may need something more. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Adapted from Macias, M. (2006) D-PIP Training Workshop
WHY SCREEN? Eyeball a group of children… Our eyes are good at identifying those children who are clearly typically and atypically developing. Our eyes are not so good at finding those children who may fall through the cracks, as they are not “atypical enough” to be easily identified. Adapted from Macias, M. (2006) D-PIP Training Workshop Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

WHY SCREEN? Our eyes are not sensitive Clearly Typical Clearly Atypical When we just “eyeball” a group of children, research indicates that we over-identify typically developing children and under-identify atypically developing children. Adapted from Macias, M. (2006) D-PIP Training Workshop Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

WHY SCREEN? To prevent us from missing children Under Detected Clearly Typical Clearly Atypical ? The children who are under-detected are the ones who may not get appropriate follow up needed to support their development and learning. Adapted from Macias, M. (2006) D-PIP Training Workshop Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Keep in Mind Results of screening will inform you that …
Most children are on target developmentally and doing great! Some children will benefit from practice in specific areas or other family supports A few children will need additional support Reinforce that screening results serve as a brief developmental check—a snapshot to see which children are developing as expected and which ones may not be: Most children are learning age-appropriate skills, meeting milestones, and thriving. Some children have areas that require additional supports or more opportunities to try skills. A few children may not be developing as expected and likely will need additional support and follow up to confirm their needs. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

And, Remember Screening does not diagnose delays or disabilities
Screening does not identify specific goals to target Screening does offer a snapshot of where children are—milestones, development, and information about key general skills A screening tool is not diagnostic—it can’t give you a diagnosis for a child, but it can tell you who may need further assessment or opportunities for learning. A screening tool doesn’t tell you specific educational goals to target, but it can show you where children are to help you plan. Screening results are a developmental snapshot of where each child is developmentally. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Why ARE We Doing This for Kindergarten Readiness?
Snapshot data ARE: Used for a quick, developmental snapshot of children’s skills and abilities Aligned with Kansas standards and tools used in early childhood and kindergarten settings Helpful for policy makers considering targeted ways to increase readiness for kindergarten We want to know what skills and abilities children have as they start school by looking at their overall developmental milestones as well as their social-emotional skills and behaviors. ASQ-3 and ASQ:SE-2 reflect key foundational skills children need to be successful in school. These tools align well with standards and also are widely used across early childhood programs. Looking at data across all children can help program directors and policy makers review options for planning in order to meet children’s needs both before and as they enter school. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Why Are We NOT Doing This?
Snapshot data ARE NOT: A gatekeeper to keep 5-year-old children out of kindergarten Automatic referrals for special education Used for progress monitoring The tools are not being used to deny entry to kindergarten, nor for “high stakes” testing purposes. Results will not qualify children for special education services and are not appropriate for measuring children’s progress. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

What is ASQ-3? Parent- or caregiver-completed screening tools that encourage parent involvement in children’s development Tool to accurately identify children at risk for developmental or social-emotional delays Tool to use as a quick check to see how children are meeting developmental milestones ASQ-3 and ASQ:SE-2 are valid, reliable tools used to measure developmental milestones and collect critical information about what skills and behaviors children have. Questionnaires are intended to be completed by parents or other primary caregivers. Other caregivers who spend at least 1520 hours per week with the child may administer ASQ. They should have sustained, ongoing, regular contact to ensure they know the child well. ASQ research was conducted with primary caregivers (i.e., parents or guardians) completing questionnaires. We know less about how accurate results are if, for example, a teacher completes the tool, though it can be helpful to check what children do with different people in different settings. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

What Does ASQ-3 Measure? ASQ-3 measures overall development in 5 areas: Communication Gross motor Fine motor Problem solving Personal-social ASQ-3 covers 5 core areas or domains of development to check that children’s development is on track. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Why Use Parent Report Tools?
Creates expectation that parents will be involved Conveys value and importance of parents’ expertise Educates parents about educational expectations Encourages parents to provide educationally appropriate activities Is time efficient and cost effective ACTIVITY: Why Use Parent Report? Ask participants, "Why is it important to include parents in the screening process?” Possible answers include: Parents know their children best, so they are good sources of information Parents can learn about child development to better support their children Parents are valued as the expert, which can be empowering It includes parents as part of the team It facilitates communication between professionals and parents about children’s development Using a parent report tool to screen young children is a family-centered practice. Practices aimed at promoting positive parenting, teaching parenting skills, and influencing parentchild interaction have demonstrated associations with positive social-emotional development for young children. Family members should be an integral part of any screening, assessment, and evaluation process. The child’s relationship and interactions with caregivers should form the cornerstone of developmental screening and assessment—children generally reveal their highest level of skills in the context of spontaneous, motivated interactions with familiar caregivers. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Parent Report: The Research
Most parents are reliable and accurate when reporting on their child’s development ASQ-3 research found 93% agreement between parents and professionals Parent concerns are highly predictive of child outcomes Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Parent Report: The Research
Parents ARE the experts on their child! Teachers are the experts on developmentally educational norms and ways to facilitate learning. True collaboration involves the reciprocal sharing of information between parents and providers Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Differences in Parent &
Professional Report Research indicates: Professionals may underestimate a child’s skills There is higher agreement for easily observed behaviors Parents report more emerging skills Children do different things in different settings Professionals often worry about parents being “in denial” or overestimating their child’s skills. That isn’t typical, though some parents may overestimate their child’s skills. Errors in reporting go both directions. Professionals also underestimate a child’s skills! Parents report more new skills because children often “try out” new skills and practice doing new things at home—when they are comfortable in a familiar environment with familiar adults. Think of a shy 5-year-old child starting kindergarten. What happens when someone they do not know well tries to talk to them? Think of a 5-year-old who has never been in child care or away from mom. Do they exhibit their best skills in the classroom right away? Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Some Parent Characteristics May Affect Accuracy
Low literacy Cultural and language differences Impaired mental functioning Mental health issues Involvement with child protective agencies Parents with these characteristics will need different levels of support. There are some characteristics of parents that may have an effect on screening accuracy. This does not mean that parents with these characteristics cannot use ASQ. It does mean you need to think about the method for completing the questionnaires (e.g., mail-out, online) that will work best, the support provided to the parent during the process that will help, and the follow up or referral decisions that take into account these characteristics. Examples Parents who have low literacy levels or a cognitive delay need support reading and/or interpreting questions. Parents who don’t speak English or Spanish may need translation/interpretation support in their language. You may need to develop a strong level of trust with parents who have had negative experiences with “the system” (e.g., child welfare, special education). Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Features of ASQ-3 This section of the presentation looks in depth at using ASQ-3. Have participants take out their ASQ-3 72 month questionnaire while reviewing features of ASQ-3. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

ASQ-3 Age Intervals There are two specific ASQ-3 age intervals that will be used for the Kansas Kindergarten Readiness snapshot: 60 month questionnaire (for children 4½ to 5½ years old) 72 month questionnaire (for children 5½ to 6½ years old) There are 21 ASQ-3 questionnaire intervals, which means that ASQ-3 can be used with children from 1 months to 78 months of age. Note: Participants will only be using the oldest age intervals in Kansas for the kindergarten readiness snapshot. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

ASQ-3 Age Ranges The target administration window is indicated clearly on each questionnaire The ASQ-3 administration windows are seamless, which means that there is always an appropriate age interval to administer. Note: If a child’s score is questionable and their age is on the younger or older end of the administration windows, this should be taken into consideration when interpreting results and making any follow up decisions. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Emphasizing Important Points Can Increase Accuracy of ASQ-3 Results!
Highlight the “Important Points to Remember” with parents—it helps them use ASQ-3 appropriately and increases the accuracy of results. These points are designed to address common discrepancies between parent and professional reports of child development. Accuracy is better when: Parents report behaviors and skills they observe over time in a familiar, comfortable environment for their child Parents try out questions that they are not sure about Parents try activities with children who are well fed, rested, and healthy—ready to play This also increases the educational impact of the tool. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

ASQ-3 Areas & Questions 5 developmental areas 6 questions in each area
3 response options: YES, SOMETIMES, or NOT YET Written at a 4th to 6th grade reading level Within each ASQ-3 area, there are 6 questions about skills and milestones in that domain of development. Parents choose from 3 response options, which are scored differently. Questions are written simply and do not exceed a 4th to 6th grade reading level to ensure that most parents can understand and respond. Questions include simple examples to illustrate the target skill for parents. Optional ACTIVITY: Getting to Know ASQ-3 Items See Trainer’s Resources for a guide to an interactive activity groups can use to sort items by ASQ-3 area or domain. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials
ASQ-3 Areas & Questions Questions are ordered from easiest to hardest Questions 5 and 6 are average skills for target age (i.e., 60 month skills for 60 month old child, though administration window/age range is wider) Within each area, the questions are in a hierarchical order from easier to harder skills, from skills that develop earlier to skills that develop later. This is an important feature to emphasize for participants so they understand as they review results. Across the questionnaires, items range in difficulty from approximately a 75 Developmental Quotient (DQ) to a 100 DQ. See ASQ-3 User’s Guide (pgs. 148, 149t-152t) for item level information on DQs. DQ is calculated by taking a skill age level divided by the age of the child. For example, on the 16 month questionnaire in the communication area, the item difficulty looks like this: #1 and #2 are approximately 12 month skills (DQ=75; 12mo/16mo) #3 and #4 are approximately 14 month skills (DQ=88; 14 mo/16mo) #5 and #6 are approximately 16 month skills (DQ=100; 16mo/16mo) Question: “If a child received a YES on every question on ASQ-3, what can we say about that child’s development?" Answer: We can say that the child is developing typically, right at age level. Milestones are on track. More Difficult Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

ASQ-3 Overall Section Unscored questions Look at quality of skills (e.g., speech) Example: “Does your child talk like other children their age?” A NO response may indicate possible articulation disorder or speech and language delay Parent concerns are very predictive Encourage follow-up with specialist or pediatrician on concerns or questionable responses The Overall section includes questions that capture qualitative information that may not be picked up on the scored items. One example would be stuttering or stammering, which could be identified by the overall question, “Does your child talk like other children his/her age?” A child may pass the “scores” in the communication area but still have some challenges and potentially need services. ASQ-3 includes overall questions about: Language development concerns Behavioral concerns Articulation concerns Responses from the Overall section should be considered if you are making referral decisions. Contact local Special Education staff to get more information, or refer to the child’s primary health care provider for health-related concerns. ASQ-3 User’s Guide includes information on overall question considerations and referral options, see Table 6.3 page 73. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

ASQ-3 Information Summary
The Information Summary sheet is the scoring form. It provides a complete summary of the questionnaire information and results. Each unique age interval has its own unique Information Summary. This sheet can be used to share information with other professionals or agencies involved with families who have a requirement to screen children or follow up. For example, results can be shared with the child’s primary health care provider by sending them a copy of the Information Summary sheet. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

ASQ-3 Information Summary
Identify each of these sections on your copy of the 60 or 72 month questionnaire. Age interval—each age interval has its own unique Information Summary sheet with cutoffs for that age 5 key sections—all Information Summary sheets have these sections: Child/family information Bar graph with cutoffs and child’s area scores Overall section summary Follow-up action taken Optional: Individual item responses Have participants look at the ASQ-3 Information Summary for the 60 or 72 month questionnaire. The Information Summary sheet (or score form) provides a complete summary of the questionnaire information and results. Review with participants the different parts of the sheet: age intervals and age range; child and family information; scoring graphic with cutoffs and child’s scores; summary of overall responses, score interpretation guidance; and follow-up action options. When sharing results, the optional individual item response section may be completed so that all of the information from the screening is contained on one sheet. If you are sending this form to another agency/person, the receiving agency/person must understand ASQ-3 and how to interpret ASQ-3 results. Recommended Handout: “ASQ-3 Information for Health Providers” This sheet can be used to share information with other professionals or agencies involved with families who have a requirement to screen children or follow up. For example, information can be shared with the child’s primary health care provider by sending them a copy of the Information Summary sheet. This handout can also be referred to when debriefing "Mason’s Scoring Exercise,” especially for participants who may be sharing information or assisting families in sharing information with pediatricians or other health providers. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Flexibility for Families
Flexibility to decide what will work best for your school and families Flexible administration methods suit different cultural backgrounds Questions reflect variety of materials for children from different cultural backgrounds Scoring permits omission of questions that may be inappropriate for a particular child or family Normative sample reflects U.S. Census and includes diverse populations ASQ-3 offers a lot of flexibility for effective use with families. Consider what will approaches work best for the school or program and the families you serve. ASQ-3 is designed to be used with diverse families from a range of backgrounds and cultures. Culture can affect the developmental expectations of parents as well as the type and number of opportunities that children are provided to practice certain skills. It is important to take this into consideration when interpreting questionable results. If a question is inappropriate or a family doesn’t wish to answer it, it can be omitted. You will get valid results with up to 2 missing items per area. The normative sample used to establish ASQ-3 cutoff scores reflects the U.S. population. It is important to understand that while the normative sample includes children across races, the majority of children in the sample were Caucasian. Since culture is sometimes related to race, this could be a consideration when working with children who are not Caucasian. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Flexible Administration
Families complete independently online link for ASQ Online Family Access to parents Share flyer with link to ASQ Online Family Access—send home in folder, give out at parent night Ask parents to complete online at school Families complete hard copy independently Send questionnaire home to complete Complete during parent/child visit at school (slow start, back-to-school night, family education event) Parent and teacher fill out questionnaire together Complete at parent conference, on back-to-school night Introduce various options for how ASQ-3 can be completed—online or on paper, independently or together. Explore what approaches participants think will be effective for their school and classroom. Refer to ASQ-3 User’s Guide for more information about administration methods (pg. 7 and pg t, , Table 4.2). Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Scoring ASQ-3 If scoring manually, use the following process:
Step 1: Review responses. If any missing items, try to obtain answers. If item is inappropriate, mark it as an omitted item. Step 2: Calculate area totals: YES = 10; SOMETIMES = 5; NOT YET = 0 Step 3: If any items omitted, calculate new area total (see next slide for example). Note: ASQ Online scores the ASQ-3 automatically Review step-by-step process for scoring with participants, highlighting that ASQ Online scores questionnaires automatically: Review questions, noting any missing responses. Ask families about missing items (no more than 2 per area). Calculate the total per area. Adjust the score if needed for missing items. Up to 2 items per area can be omitted. Refer to ASQ-3 User’s Guide (pgs t) for further guidance. Items should be omitted if they are inappropriate for the family for religious, spiritual, or other specific reasons or if the family chooses not to do an activity with their children. If the item is omitted only because the parent did not have access to materials to try activities or did not understand the question, work with the family to obtain the information before finalizing screening results. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

ASQ-3 Score Interpretation and Follow-Up
Consider the following to determine appropriate follow-up: Total ASQ-3 area scores Overall responses (parent concerns) Additional considerations What other factors may have affected the child’s screening results? Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Understanding the Standard Bell Curve
What Do Results Mean? Understanding the Standard Bell Curve 68% of population scores in this "average" range Number of People Explain the standard bell curve and what it means. This diagram represents a "standard bell curve" and illustrates how a general population may perform on an in-depth standardized assessment. The percentages of the population reported in each section of this bell curve are theoretical (not based on ASQ-3 research) and is shown to illustrate the concept of means and standard deviations. Show where average (or the mean) is on the graph. Explain that standard deviations (SDs) are a term for the amount of variability on test scores. SDs are a number (e.g., 10 points). Sometimes standard deviations are large, or they can be quite small, depending on how much scores in a particular sample deviate from the mean. SDs are determined through a statistical procedure that looks at the variability of scores between people taking a test. Sometimes there is a lot of variability in scores on a test, and sometimes there is very little. In research on ASQ, some domains had fairly small SDs (e.g., gross motor) and some were quite large (e.g., some communication and fine motor intervals). On the right side of this graph are scores that are above average on a test (the far right quadrant in green, with 2.5% of individuals scoring 2 SDs above the mean, could be considered an A+). On the left side are scores that are below average on a test (the far left quadrant in red, with 2.5% of individuals scoring 2 SDs below the mean, could be considered a “fail” on a test). Explain that ASQ-3 cut offs are set at 2 standard deviations below the mean and review the ASQ-3 scoring graphic. Remind participants that the percentages of individuals that fall into each category on this graph are theoretical and would be for a full assessment. On this slide, the bar graph with cutoffs from ASQ-3 illustrates that: Cutoffs are set at 2 standard deviations below the mean—the dark shaded area is below the cutoff. The monitoring zone is set at 1 to 2 standard deviations below the mean—the lightly shaded area is the monitoring zone. Any score above the monitoring zone would be considered in the average range—this is the area without shading. Important: When reviewing this slide, be sure not to equate the dark shaded area on the ASQ-3 scoring graphic with the word “fail.” This is a word to avoid when reviewing screening results. The term “below the cutoff” is the preferred language to use. 2.5% 13.5% 13.5 % 2.5% Average (Mean) -2 SD -1 SD +1 SD +2 SD Performance on Test Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2018 Brookes Publishing Co. All rights reserved.

Prescreening Activities
Explain what screening is and when results will be reviewed Outline schedule/timeframe and tips for completing questionnaire Share Family Access link or copy of correct ASQ-3 questionnaire with caregivers Review with participants what to do with families in advance of them completing the screening. Refer participants to “What Is ASQ-3?” handout as a resource for sharing for sharing with families. “Materials Needed to Administer ASQ-3” in Trainer’s Resources offers a list of items helpful to have on hand for the 60 month and 72 month questionnaires. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Calculating Age in Months and Days: Useful Resources
For child’s age in months and days, subtract DOB from date ASQ was/will be completed (see next slide) ASQ Online selects correct ASQ-3 age interval automatically! Use options below when not in ASQ Online 3 EASY METHODS! Use free calculator at Download free ASQ Calculator app Use ASQ-3 and ASQ:SE-2 Age Administration Charts handout ASQ Online will calculate the child’s age in months and days and select the right questionnaire. You need the child’s Date of Birth (DOB) and the screening administration date. There are several resources available to help when you need to calculate the child’s age and correct age interval outside ASQ Online. ASQ Age Calculator found on Apps are available for Android and iPhones. Look for ASQ Calculator in the App stores. Handout ASQ-3 and ASQ:SE-2 Age Administration Charts to choose correct interval. See the Quick Start Guide or pages 66 & 67 in ASQ-3 User’s Guide for additional guidance on finding Age at Administration guidelines. An alternative way to calculate age at administration is by hand using the following formula that subtracts the date of birth from date ASQ completed. If borrowing is necessary, take 12 months from the year column, take 30 days from the months column. Example that includes "borrowing": ( ) = (05 +12) = 17 mo (30+5) = 35 mo days 1 year 05 mo days Additional Practice: Alice Date ASQ-3 Completed: Sept 9, 2017 Child’s Date of Birth: January 3, 2012 What is her chronological age in months? (68 months, 6 days) Questionnaire interval: (72 month ASQ) Justin Date ASQ-3 Completed: December 10, 2017 Child’s Date of Birth: March 29, 2013 What is his chronological age in months? (56 month, 11 days) Questionnaire interval: (54 month ASQ) Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Selecting Correct ASQ-3 Age Interval
If sharing print questionnaire, use the following information to determine age of child to ensure you select the correct age interval: Today’s date or date ASQ-3 will be completed Child’s date of birth (DOB) Question: How old is Mason today, in months and days? Year Month Date Date ASQ completed: Mason’s DOB: Answer: 6 years, 2 months, 0 days = 74 months Note: ASQ Online will automatically calculate the appropriate age interval based on the child’s DOB and screening date. Presenter Tip: You will need to provide participants with dates (“Today’s date or Date ASQ completed” and “Child’s Date of Birth”) for this scoring exercise. Write these dates on flipchart paper. Use the training date for "Date ASQ completed.” Calculate Mason’s DOB in advance by subtracting “6 years, 2 months" (i.e., 74 months) from the training date. QUESTION 1: How old is Mason today, in months and days? ANSWER: 74 MONTHS 0 DAYS (see slide) QUESTION 2: How old will Mason be on December 15, 2017, in months and days? Ask participants to use any method they can to calculate Mason’s age in months and days if his questionnaire is completed on December 15, (Remember, his DOB is August 1, 2011). ANSWER: 76 months, 15 days Example that includes “borrowing“: ( ) = (05 +12) = 17 mo (30+5) = 35 mo days 05 years 05 months days Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Scoring ASQ-3 ASQ Online scores ASQ-3—and adjust scores— automatically
Use the following process to score manually, Step 1: Review responses. If any missing items, try to obtain answers. If item is inappropriate, mark it as an omitted item. Step 2: Calculate area totals: YES = 10; SOMETIMES = 5; NOT YET = 0 Step 3: If any items omitted, calculate new, adjusted area total. (See next slide for example.) Up to 2 items per domain can be omitted. Refer to ASQ-3 User’s Guide (pgs t) for further guidance. Items should be omitted if they are inappropriate for the family for religious, spiritual, or other specific reasons or if the family chooses not to do an activity with their children. If the item is omitted only because the parent did not have access to materials to try activities or did not understand the item, the recommendation would be for the professional to work with the family to obtain the information before finalizing screening results. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Adjusting for Omitted Items
This is done automatically in ASQ Online! Divide total area score by number of items answered. 45 (domain score) = 9 points 5 (items) Add this average item score to total domain score to calculate adjusted total score. points = new total of 54 points RESOURCES! Score Adjustment Chart can be found in the ASQ-3 User’s Guide or ASQ-3 Quick Start Guide. Score adjustment is used so that a child is not penalized for missing items inappropriate to their family’s culture. Use free calculator at Download free ASQ Calculator apps Use Score Adjustment Chart Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Scoring ASQ-3 Omitted Items
Review simple scoring example with adjustment for missing item. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Entering Results If parents use ASQ Online Family Access at home or at school: Results are automatically populated Information Summary sheet can be downloaded for review If parents use print questionnaires: A staff member must be trained to enter results into ASQ Online All results should be entered in ASQ Online. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Transferring Information to
ASQ-3 Information Summary (Sections 1 and 2) Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Recording Information on ASQ-3 Information Summary (Sections 4 & 5)
Section 4 is where plans for follow-up are documented following a conversation with the child's parents. Section 5 is optional. Item responses may be helpful for receiving agencies or for inputting data manually. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

ASQ-3 Score Interpretation
How might culture or values influence these activities? Feeding or dressing Reading and using writing tools Play with toys Sports (e.g., balls) These are all activities/materials you will find in the ASQ-3 questions. Discuss how cultural values and parenting practices may impact a child’s performance on these different activities. Examples of issues that may arise: Feeding/Dressing: Some cultures do not encourage self-feeding or children dressing themselves, so these skills may emerge later than in “Western” cultures. Reading/Writing: Some cultures have strong oral traditions; writing may not be emphasized, especially at young ages, and may also be considered a safety issue. Play with toys: Some cultures place a high value on socializing and may not encourage solitary play with toys. Sports: Some cultures may have strong gender roles and not allow or encourage girls to participate in sports activities. *Adapted from Cross-Cultural Lessons: Early Childhood Developmental Screening and Approaches to Research and Practice. CUP Partnership, Alberta Canada. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Follow-Up Recommendations for ASQ-3
Monitoring zone—score is between 12 standard deviations below average Make referrals as appropriate Rescreen in 6 months in areas of concern Provide follow-up activities for parents to try at home with their child Below cutoff in one or more areas—score is 2 standard deviations or more below average Refer for further assessment, or rescreen in 2 months in areas of concern if no referral is made or not eligible for services Provide follow-up activities to practice skills in specific developmental areas Talk to parents about areas of concern marked Monitoring will depend on contact with families as well as program resources. Programs may want to refer for additional evaluation if parents have concerns or there are support resources available. Programs may choose to rescreen any areas of concern soon after the initial screening, or they may choose to stick with their program’s pre-determined screening schedule. For children 5 years and older, a 6 to 12 month follow-up schedule is recommended. ASQ-3 Learning Activities give parents fun things to try at home with their child. Handouts are organized by area and can be sent home to give parents ideas for opportunities for their children to practice skills. Referrals for further evaluation will depend upon guidance from the program. It is important to know your state’s eligibility requirements as, in some cases, referral for evaluation may be appropriate for a child who is low in the monitoring zone or below the cutoff in 1 or more areas. It is also important to know about potential community-based referrals that do not require meeting an eligibility requirement based upon potential delay. Examples are parenting programs or family support programs for housing or adult mental health. Talk to families about results of concern so they may follow-up with their child’s health care providers as appropriate. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Discussing Screening Results
What are the most important things to keep in mind? Ask participants: “What are the most important things to keep in mind when discussing screening results?” Gather their responses before moving on to slides. It is always important to discuss how results of screening will be shared with families. People often don’t realize how difficult this process may be for families when their child’s results fall below cutoff scores or when concerns arise. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Discussing Results Talking with all families…
Consider and plan for cultural or language issues Be timely and insure confidentiality Begin by celebrating the child Review the purpose of snapshot Review questionnaire Start with strengths (Yes items; “Z” items) Review “Not Yet” items and Overall section Review Information Summary including scoring chart Discuss follow up actions specific to child ACTIVITY: Discussing ASQ-3 Results MATERIALS: “Tips for Discussing ASQ-3 Screening Results with Families” and “Discussing ASQ-3 Results with Caregivers Activity” Follow along with “Tips for Discussing ASQ-3 Screening Results with Families” handout. Review the handout while following along with the slides. There is more detail on each of these bullets in handout. Optional: Time permitting, use the “Discussing ASQ-3 Results with Caregivers Activity” to role play in groups of 23 and reinforce key skills and ideas for talking with parents. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Re-screening is a good option and gives parent time
Discussing Results Having the conversation when concerns arise… Consider where family is: Parents may be relieved and ready or.... Upset, disagree, and not ready to accept concerning results Listen, read subtle cues. Reflect back. If you share concerns, be specific. Review factors to consider (e.g., health). Support, guide, and inform parents about resources. Continue to follow along with “Tips for Discussing ASQ-3 Screening Results with Families” handout. You do not need to convince parents to refer Support parent in referrals when they are ready Re-screening is a good option and gives parent time Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Next Steps: Engaging with Families
Teacher Responsibilities Family/Teacher Responsibilities Review the total scores and family concerns Follow local procedures for tiered interventions (i.e. MTSS) If the ASQ-3 and ASQ:SE-2, along with other pieces of data-driven evidence demonstrates a concern, follow your school’s SIT process/protocol Actual scores on ASQ-3 and ASQ:SE-2 should not be shared with families. Focus should be on how child is developing (on target, need more support to be on target in Kindergarten, not on target). Review things child can do really well. In cases where child has not been successful in a certain area, discuss strengths based on their current development and encourage opportunities for practice at home. Give families learning activities to support child at home. For “sometimes” and “not yet” responses, tell families that you will be working together on skills. Thank families for participating. Review these guidelines when considering what follow-up actions to take with parents/caregivers. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Tips for Success Complete questionnaires during parent conferences, parent meetings, or at scheduled PTA or family nights Send flyer or letter to parents with link to complete questionnaire via Family Access Explain questionnaire to families during parent conferences, and send paper questionnaire home with parent Offer incentives (lunch during meetings, recognition for class with most questionnaires completed or done by certain date, drawing for gift certificate) These are some samples from programs that participated in the Kansas pilot on how they engaged and encouraged families to participate in the program. Brainstorm with participants and encourage them to use ideas that have worked for their school, with their families. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

More Tips for Success Host a Kindergarten Parent/Child Kindergarten Snapshot night; try activity stations, light support, snacks, and/or child care for siblings while parents complete questionnaires in classrooms Use s, newsletters, and classroom activities to contact families, introduce questionnaires, and encourage participation and follow up Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, *E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

ASQ Online Reports Use ASQ Online Reports to: Review and interpret results for multiple children in your program or assigned to you as a teacher Get a snapshot of your program results (number of screenings, number of users, etc.) ASQ Online provides several reports that will allow you to review and interpret results for multiple children in your program or assigned to you as a teacher. You can also use reports to get a snapshot of your program results. See ASQ Online Reports Guide in the binder for examples of each report. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

ASQ Online Reports Reports can display individual child results and aggregate data Generate wide selection of reports at the individual child, teacher, and school/program level. All reports that user has generated within last two weeks are listed under Recent Reports tab You have option to include custom fields in reports Reports can display individual child results and aggregate data Generate wide selection of reports at the individual child, teacher, and school/program level All reports that user has generated within last two weeks are listed under Recent Reports tab You have option to include custom fields in reports Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

ASQ Online Reports Choose from several report formats: PDF—Report will open as PDF file that you can open using Adobe Reader. You can print or save report to your computer. CSV (Comma Separated Value)—Report will open in format that will allow it to be opened in Microsoft Excel so that you can manipulate data as needed. Preview Report—Report will open in new browser window. Users have ability to quickly review data and change the sort order of data. Choose from several report formats: PDF—Report will open as PDF file that you can open using Adobe Reader. You can print or save report to your computer. CSV (Comma Separated Value)—Report will open in format that will allow it to be opened in Microsoft Excel so that you can manipulate data as needed. Preview Report—Report will open in new browser window. Users have ability to quickly review data and change the sort order of data. Trainer Demo: Login to with your assigned username and password to demonstrate one or two reports that are available in ASQ Online. Login to Select your provider role from the dropdown menu at the top of your page. Select “Reports” from the main menu. Select the “ASQ-3 Screening Scores” report. Choose the following report criteria: Results: Below Cutoff Click “Generate Report” Select the “Preview Report” link. Note: Scores that are below the cutoff are in bold. You can sort data by selecting the arrows next to the Report headers. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

A lot of useful information can be found on agesandstages.com, which is managed by Brookes Publishing. FAQs Ask Jane Webinars Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

In Summary ASQ results provide good insight about children’s skills and how they’re progressing through key developmental milestones ASQ supports home–school connection and helps parents and teachers observe children’s skills and come together to discuss them ASQ engages families and can encourage them to provide school readiness activities at home and better understand children’s learning objectives Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

In Summary Use available resources to make decisions about what steps to take after screening Teachers can use ASQ results to: Learn more about children’s skills and behaviors Facilitate conversations with parents Focus in classroom on areas where children may need additional opportunities to practice skills Suggest next steps or ideas for parents in cases that children appear to be lacking some skills Thank participants for coming and for their attention. Ask about questions and remind them about their next steps. Have each participant complete the Kindergarten Snapshot Training Evaluation. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

ASQ Online Training Available
April 24 from 11:00-1:00 ASQ:SE-2 Register at Click on the calendar of events to register Review agenda and materials with participants. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Online Log In Information
Each building needs to have designated an ASQ Online Contact person. This is done by completing the following survey link: The building contact person will be able to add other users to the building. ONLY ONE contact person per building is needed. Review agenda and materials with participants. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Contact Information with any questions. Tiffany Blevins Kindergarten Readiness Lead Julie Ewing Kindergarten Readiness Coordinator Review agenda and materials with participants. Adapted from ASQ-3™ and ASQ:SE-2™ Training Materials created by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter. Copyright © 2018 Brookes Publishing Co. All rights reserved.

Introducing ASQ-3™ This presentation covers ASQ-3™, ASQ:SE-2™, and ASQ Online and their use in Kansas as a kindergarten readiness developmental snapshot.

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Presentation on theme: "Introducing ASQ-3™ This presentation covers ASQ-3™, ASQ:SE-2™, and ASQ Online and their use in Kansas as a kindergarten readiness developmental snapshot."— Presentation transcript:

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Introducing ASQ-3™ This presentation covers ASQ-3™, ASQ:SE-2™, and ASQ Online and their use in Kansas as a kindergarten readiness developmental snapshot.

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Presentation on theme: "Introducing ASQ-3™ This presentation covers ASQ-3™, ASQ:SE-2™, and ASQ Online and their use in Kansas as a kindergarten readiness developmental snapshot."— Presentation transcript:

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