If a child has a visual impairment, a program may not need to use ASQ-3. If the child is receiving services related to the visual impairment, their development is probably being monitored regularly already (perhaps even with yearly, more in-depth assessments than ASQ-3). If you do want to use ASQ-3 with the child, items requiring visual skills can be skipped and scores can be adjusted (as long as only 2 items per area are skipped). When interpreting results, it is important to consider that the child’s visual impairment can affect other areas. For example, a child with a visual impairment may have trouble going up and down stairs due to limited eyesight, not because there is a gross motor issue. ASQ:SE-2 can be used to monitor social-emotional development for all children, including those with identified disabilities. But, disabilities that affect development should be considered when interpreting results. This article provides additional information about using ASQ questionnaires with children with disabilities.