1. Getting Started with ASQ-3
ASQ-3 Basics

2. At the conclusion of this training, participants will:
Understand the definition of screening and why it is important
Know how to implement ASQ-3 in your programs
Be able to communicate ASQ-3 results and guide necessary follow-up
Understand how screening results can be used to build relationships with parents
Know the difference between ASQ-3, ASQ-3 Online and ASQ-3 Family Access
Training Objectives

3. What Is Developmental Screening ?
“Developmental screening is a short test to tell if a child is learning basic skills when he or she should, or if there are delays.” CDC”
Children experience many types of assessments throughout their life-Well child exams at their doctors office, which may or may not include developmental screening. Curriculum assessments to see if they have learned the material being taught, and professional assessments to diagnosis delays. The developmental screenings are used to determine if further evaluation is needed. It does not diagnosis! If the screening indicates a delay, it does not mean the child will be eligible for services.

4. Why Developmental Screening Matters?
Screening helps celebrate milestones and aids in detecting developmental delays in children
Why Developmental Screening Matters?

5. What Is ASQ-3™?
HANDOUT: ASQ-3 is a set of questionnaires about children’s development. It has been used for more than 20 years to make sure children are developing well. A screening provides a quick look at how children are doing in important areas, such as communication, physical ability, social skills, and problem-solving skills. ASQ-3 can help identify your child’s strengths as well as any areas where your child may need support. As a parent or caregiver, you are the best source of information about your child. That’s why ASQ-3 questionnaires are designed to be filled out by you. You will only need 10–15 minutes. It’s that quick and easy. Here’s how ASQ-3 works: • You will answer each question “yes,” “sometimes,” or “not yet,” based on what your child is able to do now. Your answers help show your child’s strengths and areas where he or she may need practice. • To answer each question, you can try fun and simple activities with your child. These activities encourage your child to play, move around, and practice day-to-day skills. • After you complete the questionnaire, a professional will share the results with you. If your child is developing without concerns, there is nothing more you will need to do. You may try the next ASQ-3 age level as your child grows and learns new skills. There are 21 questionnaires that you can use with children from 1 month to 5½ years old. If your child has trouble with some skills, your program will help you with next steps. Finding delays or problems as early as possible supports young children’s healthy development. You are an active partner in your child’s learning and development. By completing ASQ-3 questionnaires, you are making sure your child is off to the best possible start!
VIDEO

6. HANDOUT: Keep this handout near you as we go through each of the 6 steps.
Select the questionnaire. Select the questionnaire that matches the child’s age—easy with the automated questionnaire selection in ASQ Online or with our ASQ calculator.
Ask the parent to complete the questionnaire. Questionnaires may be distributed online through secure, customizable ASQ Family Access; or in paper format—which can be easily distributed through mail, on a home visit, or in-person.
The parent answers the questions. ASQ’s items are easy for parents to try with their child and respond to. Questions such as “Does your baby pick up a crumb or Cheerio with the tips of his thumb and a finger?” The parent answers yes, sometimes, or not yet then moves on to the next item. This process takes about 10–15 minutes.
Score the questionnaire. With ASQ Online, the results are automatically scored quickly and accurately. The paper format can be easily scored by hand in just 2–3 minutes. Then, compare the child’s scores to the cutoff points listed on the scoring sheet.
Discuss results with parents and determine next steps. Communicate the screening results to the child’s parents, and suggest resources for follow-up, monitoring, or further assessment if needed.
Share activities with parents. Help parents encourage the child’s development by sharing fun, fast learning activities.

7. Use What Will Work Best For You!
Choose Your Method-
Use What Will Work Best For You!
You will need to determine which method will work best for you and your families.
Some people are very tech savy and prefer to do everything they can online, while some people do not have access to online options. You will need to think about your families and determine which method will work best. Just because you choose one preferred method does not mean it is the only method you can use. Or that you can’t change your mind later. We want to make this as easy as possible for you and your families.
*Paper method requires Permission to Screen Form before distributing Family Questionnaires

8. Select the Questionnaire
Paper Method
Two Tools That Help You Choose the Correct Questionnaire
Quick Start Guide
ASQ Calculator – online/ or phone APP
To do the paper method , you will need to collect permission to screen forms from each parent. We have included a sample for each of you. If we had your logo, we printed one with the logo, otherwise, you have a blank one, which you may add your logo to. This permission to screen form collects all the required information to select the correct questionnaire.
1ST method: Take out your Quick start guide from your kit. The first section teaches you how to calculate the child’s age. You must consider prematurity for children under 2 years of age. Practice: today’s date, child born 7/24/2013 (36 month)
2ND Method: The ASQ calculator is an online app to determine the child’s correct questionnaire based on their birthdate. You have a handout with references listed, and this is included on it.
The number one mistake using the ASQ is providing the wrong questionnaire.

9. Give the Questionnaire and Letter to the Parent to Complete and Return
What do you think will work best for your program?
Do one classroom at a time?
Parent night – distribute to everyone
Utilize the parent letter provided
Utilize different methods if needed
Give them 2 weeks to return, the younger the child the more likely the questionnaire will change after two weeks. (look at top of questionnaire, above the 48Month Questionnaire it shows that it is valid from 45 months 0 days to 50 months 30 days, however look at the two month old 1 month 0 days through 2 months 30 days. If you gave this to a parent whose child is 2 months 15 days and they don’t return it for three weeks, it is no longer the correct questionnaire.

10. Parent fills out the Questionnaire at Home.
They’re clear, quick, and easy to do!
What do you think will be BARRIERS of parents completing the questionnaire?
Second Languages/ reading level and comprehension
Spanish questionnaire can be requested from CCR&R
Lack of materials at home
Parent lack of interest and time

11. Score the Questionnaire When the Parent Returns It
You have a sample 48 month questionnaire, (assign sections for each of five tables.)
Things to remember:
2 week window - Longer might affect questionnaire
Make it a requirement/ not something extra Put it in your handbook!
Strategies/ incentives for parents to return questionnaire what can you offer?
$ off of tuition
First 3 back earn a 10$ gas card
Drawing for barnes and noble gift card
Grocery gift card
After scoring: You will need to interpret the results (Quick start guide)
All in the white area-above the cutoff –development is typical,
grey area-monitoring area-child may need practice in that area
Black area-below the cutoff area-the child may need to be referred for further assessment in that area.
Also review the responses to the overall questions.
Interpreting the Results

12. Share Results with the Parent(s)
(handout –Parent teacher conference form.)
Prepare for communicating the results with the parents/guardian.

13. Give Parents Fun Learning Activities to Do With Their Child &
Help Boost a Child’s Development Between Screenings
For children typically developing provide 1 page activity sheet (handout)
For children in the monitoring zone, provide activities specifically for area of slight delay (Book-ASQ activiites)
For children that need to be referred, (typically very few) be prepared to answer questions and let the family know that you are there to support them.

14. BREAK
AND
REFLECTION

15. ASQ-3 Online Family Access
A User-friendly Option For Online Questionnaire Completion Lets Your Program Set Up A Secure Website Where Parents Complete Questionnaires.
ASQ-3 Online Family Access

17. Five reasons to use ASQ Family Access
Convenient for parents
Saves time and money
Improves accuracy
Prevents scoring errors
Seamlessly integrates with ASQ Online

18. Parents Access Your Program’s Family Access Page
Through Your Program’s Website
Through Your Program’s Facebook Page
Through the Coalition’s Website
Through your programs URL

19. Parents Complete the Online Questionnaire
Demonstration

20. Review and Accept the Questionnaire

21. Interpret the Results Share the Results With the Parent(s)
Scores Above Cutoff
Scores Close to Cutoff
Scores Below Cutoff
Scores well above the cutoff: These kids are considered to be “typically developing” and require no further assessment. However you may opt to rescreen at 4- to 6-month intervals and recommend appropriate developmental activities, depending on the situation and parent concerns.
Scores close to the cutoff: This is the “monitoring zone.” You may want to rescreen at a shorter set interval (e.g., 1–2 months) or even refer if several of the child’s scores are in the lower end of this gray area, close to the cutoff. In all cases, suggest that parents engage in developmental learning activities that target the area(s) of concern.
Scores below the cutoff: Scores on or below the cutoff in one or more areas indicate a need for further assessment. The ASQ results should be shared with the child’s parents, along with information about referral options. Before making a referral, it is important to consider whether factors, such as health and biological factors, cultural factors, or environmental factors, affected the results. egardless of which screening tool you use, here are a few basic best practices that will help you make confident follow-up decisions. Of course, these are to be considered along with the recommended cutoff and referral criteria.
Share the Results With the Parent(s)

22. Give Parents Fun Learning Activities to Do With Their Child &
Help Boost a Child’s Development Between Screenings
For children typically developing provide 1 page activity sheet (handout)
For children in the monitoring zone, provide activities specifically for area of slight delay (Book-ASQ activiites)
For children that need to be referred, (typically very few) be prepared to answer questions and let the family know that you are there to support them.

23. Next Steps Kids In The Monitoring Zone: What To Do Next
View this as an opportunity
Personalize a plan
Know your options
Rescreen sooner than you normally would
Provide the family with activities they can do at home
Work on skills at school.
Refer for further assessment.
What factors can affect ASQ-3 results?
If the child’s score is in the monitoring zone or below the cut-off score on the ASQ-3, be sure to weigh the following factors as you interpret the results. Obviously, the parents are going to play a big role in this process.
Find out if the child has had a chance to try the items, and enough time to practice the skills. If not, consider holding off on a referral until she has had further opportunity to try the items.
Health/biological factors. Is a health condition or other medical factor affecting the child’s performance? A primary care physician may be an appropriate part of the referral process.
Cultural factors. There may be reasons unique to a child’s culture that explain why he didn’t perform as well on a certain item. Talk with the family to get a better sense of these factors. For example, a child may not be using utensils independently because his parent feeds him (which benefits the parent–child relationship), and not because there’s a fine motor concern. By looking at how the child scored on other fine motor items you can probably tell if there really is a larger fine motor concern. If there’s not, you could omit the utensil-use item.
Environmental factors. Consider the big picture when you meet with the family. Try to determine whether there’s been a stressful event in the child’s life that could have caused a developmental regression. Or perhaps there are older siblings who talk for the child, which could explain speech delays.

24. Next Steps D When the Score Is Below the Cutoff DO:
Set the stage for a successful conversation
. Start with the observations, questions, or concerns of the child’s parent:
. Put yourself in the parent’s shoes. Be supportive, not judgmental.
Focus on milestones, absolute indicators, and the need to “rule out” anything serious
. Refer parents and caregivers to other resources.
. Emphasize the importance of early identification and intervention.
Be confident that sharing your concerns is always the right thing to do.
The hardest part is finding the right words and getting started.
By sharing your concerns, you may help to validate what a parent is afraid or
unable to express.
Schedule a private setting to talk with parents confidentially.
Ask family about their concerns about their child.
Review results using terms related to cutoff scores.
Discuss influencing factors such as health, language, or environment.
Explain that screening does not assess or diagnose their child.
Provide specific, non-judgmental examples of the concerns noted.
Emphasize parents’ skills and resources to work with their child.
Provide information about referral services and options.
Determine if parents will contact the referral or if they prefer you take the initiative.
To ensure you can easily make an appropriate and timely referral, keep your resources list up to date with agencies and programs that provide developmental assessments and intervention services to infants and young children. Include for each entry:
agency/program name and address
contact person
phone number
eligibility criteria for assessment and/or intervention
services provided

25. Next Steps D When the Score Is Below the Cutoff DON’T:
Don’t dismiss a parent’s concerns.
Don’t compare one child to another.
Remember, each is unique.
Don’t use labels, technical jargon
Don’t scare a parent: keep it positive.
Schedule a private setting to talk with parents confidentially.
Ask family about their concerns about their child.
Review results using terms related to cutoff scores.
Discuss influencing factors such as health, language, or environment.
Explain that screening does not assess or diagnose their child.
Provide specific, non-judgmental examples of the concerns noted.
Emphasize parents’ skills and resources to work with their child.
Provide information about referral services and options.
Determine if parents will contact the referral or if they prefer you take the initiative.
To ensure you can easily make an appropriate and timely referral, keep your resources list up to date with agencies and programs that provide developmental assessments and intervention services to infants and young children. Include for each entry:
agency/program name and address
contact person
phone number
eligibility criteria for assessment and/or intervention
services provided

26. Resources Questions? ASQ – AgesandStages.com CCR&R Staff
Coalition website Other
Questions?
How Does My Program Get a FREE Laptop and Tablet?