Articles containing tag ASQ-3 - Ages and Stages

Showing articles from ASQ-3 tag

What impact do the recently updated CDC Developmental Milestones have on the ASQ-3 and ASQ:SE-2 questionnaires?

ASQ-3 and ASQ:SE-2 remain up-to-date, valid, reliable screening tools for identifying young children who may be at risk of developmental delays. In fact, ASQ data helped inform the recent revision of the CDC developmental milestones.

The updated CDC milestones are designed to help parents monitor their children’s developmental progress.

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 engagement during the process.

My program has run into inconsistencies in medical records about how premature a child is. For example, the birth record says the child was born at 35 weeks, but the pediatrician's notes say the child was born at 38 weeks gestation. How should we adjust the child's age for prematurity in instances like this?

In cases such as these, we recommend averaging the two dates and using the average to determine the child's adjusted age. In many cases, the difference may not affect the questionnaire interval used.

We are discussing how to best incorporate ASQ with our pediatric practice. Some of the items, particularly in the Fine Motor and Problem Solving areas, require observation with "props" such as Cheerios, strings, blocks, balls, sticks, etc. We have parents fill the questionnaires out in our office waiting room, but in some cases the parents have to guess because we do not have the materials here. Does this make ASQ-3 less reliable?

Your pediatric practice could consider a couple options to help parents confidently answer the questions. Some practices send parents the questionnaires in advance of the appointment, either by mail or electronically. Having parents complete the questionnaire at home 1-2 weeks in advance can boost reliability.

Can the ASQ questionnaires be administered through ASQ Online when not connected to wifi or mobile data? For example, if a home visitor was taking a tablet to a rural area without internet access, is there an app that allows for offline administration?

To use ASQ Online, the computer or mobile device must be connected to the internet. Offline administration is not currently possible. Home visitors would need to bring a paper copy of the ASQ to complete and then enter the data into ASQ Online later.

Currently, our child care teachers fill out an ASQ-3 on children prior to parent-teacher conferences while a home visitor has parents fill out an ASQ-3 at home in the same timeframe. The 2 separate questionnaires can be discussed at the parent-teacher conference. However, we screen twice a year and having both teachers and parents complete the questionnaires means that there is a possibility of a teacher completing the same ASQ-3 interval two times and the parent completing it twice as well.

Having both parents and child care providers complete the questionnaires is great, but completing the same interval multiple times is not ideal. It may be beneficial to space screenings more effectively.

If a parent is not able to answer certain questions at the time of the screening, is it permissible for the teacher to observe the child in a classroom setting and answer the missed questions at a later date?

While it’s not ideal for different people to complete different items on the same questionnaire, input from teachers can be helpful when necessary. It's common for ports to discuss their observations compared to parents’ answers.

What type of data analysis is possible with ASQ Online? My program uses ASQ-3 and ASQ:SE-2 at intake for our infant development and counseling center, and it is difficult to analyze aggregated data of children using the paper version.

ASQ Online allows for robust data analysis with preset reports and the ability to export raw data as CSV files. The reports section in ASQ Online enables users to generate a wide selection of customizable reports for individual children, programs, and groups of children.

Where do I indicate that the child is premature on the ASQ-3 Summary report?

To indicate that a child was born prematurely, simply mark “Yes” for the statement “Was age adjusted for prematurity when selecting questionnaire?” on the ASQ-3 Information Summary sheet.

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 to 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 recommendation is for professionals to use parent-completed questionnaires whenever feasible, as many studies have shown parents to be reliable evaluators of their children’s behavior.