During an ASQ training, the trainers encouraged use of materials that the family has access to in their home when completing the questionnaires. I read in the ASQ-3 User's Guide that it is recommended to use some novel items to increase parent-child interest. How should I balance using items from the family's home with novel items during home visits?
It is important that toys and materials used when completing ASQ-3 be relevant to the child’s cultural practices and it is ideal that those materials are accessible to the family. Using materials that exist in the home in new ways, such as stacking with plastic cups and putting lids on pots and pans, may increase the …
The ASQ-3 User's Guide says to calculate an adjusted age when a child is born "3 or more weeks" premature. The 2nd edition of ASQ said to adjust age when a child is born "more than 3 weeks" premature. Was this an intentional change?
The developers made the change in how prematurity is defined between editions in an attempt to make determing prematurity and calculating age easier for users to understand and implement. If your program has regularly used the "more than 3 weeks" prematurity guideline from the 2nd edition, you may continue to do so as…
Where can I find a list of the cutoff scores for the monitoring and referral zones for all ASQ-3 intervals?
Table 18 on page 171 in the ASQ-3 User’s Guide contains all of the means, standard deviations, and cutoff scores for each area of all 21 intervals. On ASQ-3, the cutoff score is 2 standard deviations below the mean; the data in the 2.0 SD column represent the cutoff for referral zone. The monitoring zone is between 1-…
We use ASQ-3 and ASQ:SE-2 during our Child Find activities. We have the parents make appointments and then send them the questionnaires to complete ahead of time. We're seeing that more and more of our parents are unable to answer the questions for a variety of reasons so we were considering asking staff complete the questionnaires and then conferencing with the parent to compare the scores and finalize. The staff would not be familiar with the child, though. Does that present any concerns? Do you have other suggestions?
The developers recommend that professionals enlist parents to complete the questionnaires whenever possible. ASQ was developed and validated as a parent- completed tool, and many studies have found parents to be reliable evaluators of children’s behavior. As you’ve experienced, there are some scenarios—such as a cogni…
Is ASQ-3 technically sound?
ASQ-3 has a standardization with an unrivaled sample that closely mirrors the U.S. population in geography and ethnicity and includes children of all socioeconomic statuses. The sample includes 15,138 children whose parents completed 18,232 questionnaires. Reliability, validity, sensitivity, and specificity are all ex…
Is ASQ:SE-2 technically sound?
ASQ:SE-2 was investigated with more than 16,424 questionnaires across the age intervals. Reliability is 89%; validity is between 71% and 90%. Complete details can be found in the technical report in the [ASQ][1]:SE-2[ User’s Guide][1]. [1]: http://agesandstages.com/asqse-2-technical-appendix/
Can you tell more about the reliability and norms for ASQ-3?
See a brief, technical snapshot for [ASQ-3][1]. More information regarding the reliability and norms used can be found in the Technical Report within the ASQ-3 User’s Guide or available on the [ASQ website.][2] [1]: http://agesandstages.com/products-services/asq3/#silk-tabs-0-3 [2]: http://agesandstages.com/asq…
The manual for the 1st edition of ASQ:SE had information about each item that we used to look further at areas of concern. Does the ASQ:SE-2 User's Guide include this information?
Yes, information about each ASQ:SE-2 item can be found on pages 33–35 (Table 3.3) in the ASQ:SE-2 User’s Guide. In addition to listing the behavioral area, associated content, and ASQ:SE-2 items by age interval, this chart also includes an indication if an item is new to the 2nd edition.
One of the few disadvantages of the first edition of ASQ:SE was that the validity sample did not have enough girls with social-emotional problems and, therefore, girls with scores close to the cutoffs (but not above) at the 30, 36, 48 and 60 month intervals should also be considered for referral. Is this statement still true for ASQ:SE-2?
Within the ASQ:SE-2 technical report, the developers make the following statements regarding gender and interpreting results: “It is important to note that the validity sample did not have adequate numbers of girls identified with social-emotional problems to determine if separate cutoff scores for females are needed…
Is ASQ:SE-2 parent-friendly?
ASQ:SE-2 questionnaires have been carefully designed to ensure clarity and ease of implementation for parents. Each questionnaire item is written in simple, straightforward language (at a 4th- to 6th-grade reading level), illustrations are provided when possible, and concrete examples are included. To further enhance …
