We hope you enjoyed the recent webinar on social-emotional screening presented by Erin Barton, Ph.D., and Elizabeth Steed, Ph.D. Listeners submitted many more questions than the presenters had an opportunity to answer so we’re sharing answers to some of the most asked questions here.
A: It is recommended that programs screen children on a regular basis, rather than just once. Screening infants and toddlers every six months and preschoolers once a year is a reasonable monitoring schedule. And, children can be screened at any point if a parent expresses concern.
A: It is advisable to monitor children over time, considering the rapid social-emotional changes that occur in children between birth and 6 years of age. Parents also have different needs at different stages of a child’s development. For example, some parents are very comfortable and at ease about parenting infants but begin to feel challenged when their child becomes a toddler and strives for independence. In addition, any change in children’s homes, schools, or health status may greatly affect their social-emotional development. For these reasons, continued social-emotional screening is recommended.
A: It is considered best practice for a program to obtain parental consent prior to conducting screening. Early learning programs should establish clear guidelines regarding parental consent. Written consent may not be required for screening tools completed by parents as parent participation indicates consent. However, it is always important to share information with parents about a universal screening program; some programs include information in a parent handbook while others send home written materials (see sample materials for ASQ).
A: A parent or caregiver has the right to deny participation in a screening program. As a teacher, you should share information about the importance of child development and universal screening, but the final decision remains with the parent or caregiver. If a parent refuses to participate, you may want to offer screening again in a few months.
A: A universal screening program where all children are screened on a regular basis can be helpful for these parents because individual children are not being singled out. Providing information about healthy social-emotional development to all parents can also help establish a general awareness about the issue. Also, using a parent-completed screening tool helps engage parents as it relies on their feedback and input and provides a starting point for discussion about any potential issues.
A: Children’s behavior frequently varies between home and school settings. Using a screening tool that elicits parent input about behavior at home can be enlightening for teachers. It may also be beneficial for both parents and teachers to complete the screening tool. Then, results can be shared and any issues regarding behavior in different settings discussed.
A: ASQ:SE-2 is used across a wide variety of settings serving young children, including all types of early learning settings (Head Start, private child care, family child care, public preschool); home visiting programs; and pediatric offices. Learn more about the types of programs that use ASQ.
A: ASQ:SE-2 is available in English, Spanish, and French. ASQ:SE-2 will soon be available in Danish through Dansk Psykologisk Forlag, and the first edition of ASQ:SE is available in Norwegian through R.BUP. ASQ:SE, first edition, is also available in Hmong and Somali in Patient Tools, Inc. electronic screening system. Learn more and order translations of ASQ-3 and ASQ:SE-2.
A: The ASQ:SE-2 technical appendix includes a detailed description of demographics for the normative sample. See pages 188 – 190.
A: ASQ Online offers online management and online questionnaire completion for ASQ-3 and ASQ:SE-2. Read more and watch demo videos of the system.
A: The main updates to ASQ:SE-2 include
Learn more in a What’s New for ASQ:SE-2 webinar.
A: ASQ:SE-2 is sold as a Starter Kit, which includes a box with 9 photocopiable questionnaire masters and a CD-ROM with printable questionnaire files, User’s Guide, and Quick Start Guide. Products can be purchased from Brookes Publishing.
“We chose ASQ because it is easy to do, low cost, culturally sensitive, and it meets our purpose of basic screening for our children’s development. Our infant teachers base their curriculum on each individual child based on the ASQ.”
Kathy Bostic, Program Supervisor, Pinehurst Child Care Center