How can teachers and child care providers work with parents to administer ASQ-3? Follow the eight steps outlined in this infographic to effectively collaborate with parents in the developmental screening process.
If a parent is given the incorrect questionnaire for his or her child’s age, the score won’t reflect the child’s true developmental or social-emotional abilities. Use these charts (available in English and Spanish) to select the correct ASQ-3 and/or ASQ:SE-2 questionnaire for a child’s age.
You’ve finished scoring the ASQ:SE-2 and find the child’s score to be in the monitoring zone or above the cutoff. Read this article to learn next steps, including follow-up activities that will help connect children and their families to important mental health intervention resources and other services.
What do you need to know when using ASQ-3 and/or ASQ:SE-2 with premature children? View this tip sheet to learn more.
Developing resources for communicating with parents is essential to the smooth and efficient operation of a screening and monitoring program. Use these sample letters, forms, and surveys (available in English and Spanish) to assist your program’s implementation of ASQ-3 and/or ASQ:SE-2.
View the introduction presentation to ASQ Online for a comprehensive overview of ASQ’s new online management system. ASQ Online will help users screen children, score questionnaires, share results with parents, schedule and perform follow-up, and report on the children in your program.
Many organizations are eager to start screening as soon as possible and may not spend enough time planning out the particulars of their ASQ-3 program. For future success, be sure to start with these 9 steps.
Use this Tips & Tools packet to help with your everyday implementation of ASQ. All content is free and includes resources to bookmark, webinars to watch, and samples to download.
Occasionally, parents or caregivers may skip items on ASQ questionnaires. Spanish-speaking providers can use this chart to calculate adjusted area scores when items are missing from ASQ-3 questionnaires.
ASQ-3 and ASQ:SE-2 were developed as parent-completed tools. With the rise in ASQ screening in child care centers and schools, more teachers are tackling questionnaires on their own. Are there downsides to this approach? And how can teachers better involve parents in the process?