Behavioral area Definition

Report
1
ASQ-3 and ASQ:SE
A Screening Tool
For Pennsylvania’s
Early Learning Practitioners
2
Definitions
 Screening
 Assessment
 Evaluation
Screening is…
A
brief process that allows teachers,
parents, or practitioners to determine
whether a child is developmentally “on
track” or not
.
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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!
.
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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.
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Multi-disciplinary evaluation (MDE)
is…
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)
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Evaluations are completed by
specialized programs:
 Early
intervention (EI)
 Mental health/social service
 Health systems
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Typically, screening involves…
Information gathering activities
What are some ways that you gather
info about children??
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Tests don’t make
decisions.
People do!!!!
(Neisworth and Bagnato)
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Why screen?
 Screening
young children is an effective,
efficient way for professionals to catch
problems and start treatment
 http://www.zerotothree.org/site/PageSer
ver?pagename=ter_util_babybrainflash
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Early detection is critical
 “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
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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.
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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
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Ages and Stages
Questionnaires:2 Components
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Let’s look at the ASQ
Divided into 5 developmental domains
 Communication
 Gross motor
 Fine motor
 Problem-solving
 Personal-social
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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, 36 months
 42,
48,
54,
60 months
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Features of the ASQ
 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.
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The items…
 Written
at 4th to 6th grade reading level, some
illustrations
 Ordered from easy to average skill level
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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)
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Selecting the appropriate
questionnaire…
 Through
24 months, administer within 2-month
(16 month is valid from 15-17 months)
 Over 24 months, the window is stretched so
there are no gaps
See Handout:
Guide for selecting appropriate questionnaire
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”.
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The User’s Guide
For more information:
 Suggested
readings
 Activity Sheets
 Complete technical information
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Scoring
 Review
the questionnaire for items with
missing responses.
 Items



are scored as:
Yes – 10 points
Sometimes – 5 points
Not yet – 0 points
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Scoring
 Total
the points for each developmental area
(Gross Motor, Fine Motor, Communication,
Problem-Solving, Personal-Social).
 Transfer
sheet.
 Record
each total to the Information Summary
the scores on the scoring grid and fill in
the appropriate bubbles on the bar graph.
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Scoring
 Transfer
responses and any notes from
the Overall section.
 Record
any follow-up decisions
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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).
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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.
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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.
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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.
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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.
Practice scoring:
Michael’s ASQ
Discuss findings
- Scores-cut offs
- Overall section
Discuss recommendations
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The Ages & Stages
Questionnaires:
Social-Emotional
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The ASQ and ASQ:SE Relationship
 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
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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
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ASQ:SE
 Completed
by the child’s parents or primary
caregivers
 Completed in 10-15 minutes
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ASQ:SE
8
questionnaires that can be used with children
from 3 to 66 months of age
 Questionnaires
 English
vary in length
and Spanish versions available
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ASQ:SE
 Covers







7 areas
Self-regulation
Compliance
Communication
Adaptive functioning
Autonomy
Affect
Interaction with
people
 Includes
general
concerns area
Behavioral area
Definition
Self-regulation
Ability/willingness to calm, settle, or adjust to
physiological or environmental conditions
Compliance
Ability/willingness to conform to the direction
of others and follow rules
Communication
Verbal/nonverbal signals that indicate
feelings, affect, and internal states
Adaptive
Ability/success in coping with physiological
needs
Autonomy
Ability/willingness to establish independence
Affect
Ability/willingness to demonstrate feelings
and empathy for others
Interaction with people
Ability/willingness to respond to or initiate
social responses with caregivers, adults, and
peers
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 http://www.agesandstages.com
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ASQ:SE User’s Guide
 Case
Studies
 Sample letters
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Let’s look at a questionnaire!
Louis’ 6 month questionnaire
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Scoring
 Items
 Most
are scored as
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
 Why
pts; V=5 pts; Z=0 pts.
does scoring happen this way?
Because both competence AND problem
behaviors are targeted within the tool
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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.
What have we learned about Louis
from his ASQ:SE screening?
What recommendations might we
make?
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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.
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Discussing results with families
 Share
the completed screener with family
as quickly as possible
 Review
 Listen
the purpose of screening
to families’ perspective
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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
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Discussing Results with
Families
 Avoid
terms such as “test”, “fail”, “normal”
or “abnormal”
 Together
make a decision about next steps
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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
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Making a referral
 Where
to call – contact information
CONNECT- Early Intervention Helpline
1-800-692-7288
 Parent
permission to share information
 Participate
permission
in planning process, with parent
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Early Intervention is:
 Free
 Voluntary
A
system of supports to the family and
child in order to enhance the child’s
developmental capacities
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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
Resources for Early Education
Practitioners about EI
 An
Early Education Provider’s Guide to Early
Intervention Services in PA

http://www.pattan.net/category/Resources/PaTTAN
%20Publications/Browse/Single/?id=4dc09560cd69f
9ac7f4b0000
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Resource for Families
A
Family’s Introduction to Early Intervention in
PA

http://pattan.netwebsite.s3.amazonaws.com/images/2011/08/05/
what_is_EI_rack_card7_11.pdf
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
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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)
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Consider your next steps?
 What
 What
are your plans as you leave the session?
support may you need to get started, or
for follow up once you have started?
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Questions??
Need assistance?
Contact …
Jennifer Murphy
484-955-8264
[email protected]

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