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Showing articles from ASQ-3 tag

Is it possible for some families to opt out of screening? Should we encourage them to participate but honor their request if they decline?

The ASQ developers recommend that programs obtain the consent of parents and caregivers when screening a child. If parents choose not to participate in the screening program, it is important to respect their wishes. Keep in mind that reluctance to participate is often due to a lack of understanding about why screenin…

When adjusting age for prematurity, if the child's last ASQ-3 result shows that he has developed skills expected of his chronological age, can you switch to using chronological age to choose the next interval?

Age adjustments for prematurity are calculated for the benefit of infants; it is intended to give them an opportunity to catch up. If that has already happened, it makes sense to revert to a chronological age when choosing ASQ-3  intervals.

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 e…

What is the advantage of using the ASQ-3 Materials Kit rather than assembling the materials needed yourself?

The only advantage of using the ASQ-3 Materials Kit available from Brookes Publishing is the convenience factor. It is perfectly acceptable to assemble the materials needed for an ASQ-3 screening using the materials in a child's natural environment, such as their home or child care center. In fact, it is important to…

How have items been refined in ASQ-3 from the last edition?

Based on research and user feedback, ASQ-3 items have been refined to present clearer wording, ensure cultural appropriateness, and include more examples for better clarity. New questions about language expression and behavior have been added to the Overall section.

How has ASQ-3 in Spanish been refined?

ASQ-3 in Spanish reflects all changes to ASQ-3 in English. Questions in the Spanish translation have also been worded more clearly to improve utility of the questionnaires for Spanish-speaking parents. The translation was reviewed by a panel of Spanish-speaking early childhood experts who focused on issues of dialect…

Sometimes, we receive completed ASQ-3 questionnaires with scores of 0 in all domains for children that have not been diagnosed with any delays or disabilities. Should we use an ASQ-3 questionnaire in a younger age interval to help get an idea of the children’s general developmental level?

Yes, using the next lower age interval is recommended. A provider can sample items from the lower age interval and see if the child can do those skills. It may be possible that the parents do not read English or understand the questions. A phone call is recommended to determine whether the parents need a translated q…

My school district uses ASQ-3 as a screening tool to assess the need for special education. Instead of parents completing the form, the evaluator fills it out. This person does not know the child and spends only 15-60 minutes with the child. What are your thoughts on this practice?

ASQ-3 (and ASQ:SE-2) questionnaires are primarily designed to be completed by parents. A caregiver/teacher who spends at least 20 hours a week with the child may also complete the questionnaires. It is important that the person completing the questionnaire is familiar with the child's skills. A professional unfamilia…

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