All In for Kansas Kids Program Letter
SUPPORTING CHILDREN’S DEVELOPMENTAL HEALTH
April 20 23
An exciting new tool is available in communities across Kansas to support children’s developmental health!
Dear Community Partner, Developmental milestones are abilities achieved by most children by a certain age. Skills such as smiling, waving, walking, and building towers with blocks are just a few examples. Children reach milestones at their own pace through playing, learning, speaking, and moving. By watching for milestones as children age, we are able to celebrate progress and growth alongside the families, as well as recognize early when there are potential concerns. Developmental screening is one way to provide a quick check on a child’s development. Kansas has worked for several years to standardize developmental and social-emotional screening for children birth through kindergarten using Ages & Stages Questionnaires®. These are brief, parent-completed tools that can help see when kids are on track and identify a child that may be at risk for developmental or social-emotional delay. The results from Ages & Stages Questionnaires® can be utilized to connect children to relevant supports and services to reinforce healthy development.
Nationally, developmental delays and learning disorders are estimated to affect 1 in every 6 children.
ASQ Online is now available for Kansans working with young children.
All Kansas elementary schools are required to partner with families to better understand incoming kindergarten students’ development using this tool. Historically, early childhood programs across the state had to figure out how to access ASQ Online independently. Now through the All in For Kansas Kids initiative we can provide statewide access to ASQ Online. ASQ Online is a web-based platform that allows for online completion of questionnaires by families, automated scoring, and easy reporting. Statewide ASQ Online will make it easier for organizations to improve coordination and reach more families! Lifelong success begins in early childhood.
The early years of life build a foundation for future learning, health, and success. Children’s early life experiences deeply affect their future physical, cognitive, emotional, and social development. Parents, providers, and communities play a critical role in ensuring children have the supports and resources they need to thrive. By participating in developmental screening, providers of all kinds can check children’s development, address any potential concerns, and connect families to services and supports in their community. Screening can also help build relationships with the families you work with, opening conversations and empowering parents around their children’s developmental health. Anyone who works with infants and young children can utilize the tool and play a key role in developmental and social-emotional screening, including:
- Health Professionals/ Medical Providers
- Mental Health Providers
- Home- and center-based child care facilities
- Home visiting programs
- WIC offices
- Preschool Programs
- Programs providing early intervention and special education services
- Early Childhood Block Grantees
- Head Start and Early Head Start programs
The Statewide ASQ Online System is part of the All in for Kansas Kids initiative and is supported by:
- Kansas Children’s Cabinet and Trust Fund
- Kansas Department for Children and Families
- Kansas Department of Health and Environment
- Kansas State Department of Education
If you are interested in learning more about these easy-to-use screening tools, setting up an ASQ Online account, and/or accessing free trainings and supports please reach out to your community ASQ Account Administrator. Thank you for being All In for Kansas Kids and working to ensure all children and families in Kansas thrive!
1 Boyle, C. A., Boulet, S., Schieve, L. A., Cohen, R. A., Blumberg, S. J., Yeargin-Allsopp, M., Visser, S., & Kogan, M. D. (2011). Trends in the prevalence of developmental disabilities in US children, 1997-2008. Pediatrics, 127(6), 1034–1042. https://doi.org/10.1542/peds.2010-2989