# ASQ Online ## Quick Reference Guide for Kansas Administrators --- **Paul H. Brookes Publishing Co.** Post Office Box 10624 Baltimore, Maryland 21285-0624 USA www.brookespublishing.com Copyright © 2020 by Paul H. Brookes Publishing Co., Inc. All rights reserved. “Paul H. Brookes Publishing Co.” is a registered trademark of Paul H. Brookes Publishing Co., Inc. Ages & Stages Questionnaires® and ASQ® are registered trademarks of Paul H. Brookes Publishing Co., Inc. The following logo is a trademark of Paul H. Brookes Publishing Co., Inc.: This guide (v.KA.2018.01.12) has been customized for the use of Ages & Stages Questionnaires®, Third Edition (ASQ-3™) and Ages & Stages Questionnaires®: Social-Emotional, Second Edition (ASQ:SE-2™) as a kindergarten readiness “snapshot” under the Kansas Department of Education’s Kindergarten Readiness initiative. It is intended to support Kansas school administrators using ASQ Online to collect kindergarten entry data. Use outside this purpose is not permitted, and the contents of this guide may not be photocopied or disseminated further without explicit written permission. For questions pertaining to ASQ, please visit www.agesandstages.com or contact the Subsidiary Rights Department, Paul H. Brookes Publishing Co., Post Office Box 10624, Baltimore, MD 21285-0624, USA; 1-410-337-9580; rights@brookespublishing.com. [v.KA.2020.07.18] ASQ Online Quick Reference Guide for Kansas Administrators --- CONTENTS I. GETTING STARTED Logging in to ASQ Online p. 6 Entering Keycodes p. 7 Creating Users p. 8 Setting Up Classrooms p. 10 Setting Up Classrooms Required Child Profile Fields p. 10 p. 12 Required Child Profile Fields p. 12 Creating Child & Caregiver Profiles p. 14 Importing Child & Caregiver Information (Optional) p. 17 Importing Child & Caregiver Information (Optional) Assigning Child Profiles to Providers About Family Access Setting Up Family Access Linking ASQ-3 and ASQ:SE-2 Family Access Pages II. PREPARING FOR QUESTIONNAIRE COMPLETION Introducing ASQ-3 and ASQ:SE-2 to Parents/Caregivers Providing Questionnaires to Parents/Caregivers Creating Your Own Program Documents and Letters Ways to Provide Questionnaires III. ENTERING QUESTIONNAIRE DATA INTO ASQ ONLINE Entering Questionnaire Results Using Long or Short Form Entering Questionnaire Results via Family Access Accepting Questionnaires from Family Access IV. INTERPRETING RESULTS AND NEXT STEPS Information Summary Printing Completed Questionnaires and Information Summary Sheets Printing Completed Item Response Sheets for ASQ:SE-2 Differences between ASQ-3 and ASQ:SE-2 Follow-Up and Next Steps for Families and Teachers/Providers Engaging Families with ASQ-3 and ASQ:SE-2 Learning Activities Using ASQ Online Reports to Analyze Data V. ASQ ONLINE HELP AND RESOURCES ASQ Online Help p. 17 p. 21 p. 25 p. 26 p. 29 p. 30 p. 33 p. 36 p. 40 p. 41 p. 44 p. 49 p. 52 Printing Completed Questionnaires and Information Summary Sheets p. 54 p. 58 p. 60 Follow-Up and Next Steps for Families and Teachers/Providers p. 61 Engaging Families with ASQ-3 and ASQ:SE-2 Learning Activities p. 65 p. 67 p. 73 --- Kansas Kindergarten Readiness Resource Page p. 75 Contacting the ASQ Online Support Team p. 75 ASQ Online Quick Reference Guide for Kansas Administrators --- # Welcome to ASQ Online! We are excited to support use of Ages & Stages Questionnaires®, Third Edition (ASQ-3) and Ages & Stages *Questionnaires®: Social-Emotional, Second Edition (ASQ:SE-2™) to provide developmental and social-emotional* screenings to all Kansas children birth through Kindergarten. This step-by-step guide provides instructions to help you get up and running quickly with ASQ Online, the web- based screening management system that is used to collect and report ASQ-3 and ASQ:SE-2 questionnaire data. ASQ Online offers many benefits that will save you time and promote success in using ASQ-3 and ASQ:SE-2, including: - Accurate implementation o Automated questionnaire selection to ensure use of the correct age interval every time o Elimination of scoring errors with automated scoring - Streamlined communication with parents/caregivers who complete ASQ-3 & ASQ:SE-2 through Family Access: o Welcome page you tailor with your school’s information o Easy link to share with parents/caregivers for online access o User-friendly, mobile-optimized website that makes it easy for parents/caregivers to complete o Clear notification when results are submitted - Complete child record for each student that includes contact information, results, and follow-up plans - Optimized data management so you can review results, plan, and export data - Online data security you can trust - Easy-to-generate reports to meet program needs easily and flexibly We hope this guide will help you use ASQ Online and support your success and your work on behalf of Kansas children and families. We welcome you to a community of engaged, active ASQ users who are dedicated to the healthy growth and development of young children. Please join us at www.agesandstages.com. ASQ Online Quick Reference Guide for Kansas Administrators --- I. GETTING STARTED Logging in to ASQ Online You should have received an email from donotreply@asqonline.com with your username and steps to follow to create a password. If you did not receive an email, please email implementation@brookespublishing.com. 1. To log in, click the “activate your account” link from the email message. 2. Create your password at www.asqonline.com by entering it twice on the Reset Your Password page. If you receive an error message that says, “The link to create or reset your password has expired. You can click on this link to enter in your username and reset your password,” click the hyperlink and proceed to set a password. You also may go to www.asqonline.com and select “Forgot Password.” --- Entering Keycodes An ASQ keycode is a unique 16-character code that enables you to access specific ASQ content in your online account. You will need to enter separate keycodes to access different products and different languages in ASQ Online—for example, you use one unique keycode to unlock ASQ-3 English and a different keycode to unlock ASQ-3 Spanish content. One ASQ keycode sticker (see below) is affixed to each box of ASQ-3 or ASQ:SE-2 questionnaires as well as each ASQ-3 Learning Activities and ASQ:SE-2 Learning Activities & More book. Once you enter the keycode in ASQ Online, you will be able to use the associated ASQ questionnaires, materials, documents, learning activities, and handouts. To enter your keycode(s) in ASQ Online: 1. Log in to www.asqonline.com with your username and password. 1. Log in to www.asqonline.com with your username and password. 2. From the main menu select “Program.” 2. From the main menu select “Program.” 3. Select the “Add” tab next to “Keycodes.” 3. Select the “Add” tab next to “Keycodes.” For more information about purchasing ASQ products, visit http://agesandstages.com/ks/. 4. Enter the 16-character keycode, including the hyphens. 5. Click the “Save” button. 5. Click the “Save” button. --- # Creating Users As the designated Program Administrator, you have the most powerful role. Program Administrators can create additional users who should have access to the program. These users can be assigned the role of Program Administrator, Provider, or Reviewer. Each role is outlined below. The Program Administrator role is designed for those who will be responsible for overseeing the account or program. Program Administrators can create program users, create and edit Child Profiles, assign Child Profiles to Providers, enter screening data, create and manage program documents and packets, manage Family Access, and generate reports. The Provider role is designed for teachers, specialists, and others who work directly with children. Providers can create and edit Child Profiles, enter screening data, generate and download documents and groups of documents, and generate reports. The Reviewer role is designed for users such as program directors and school superintendents who need to review aggregate reports on children’s progress but should not see individual child data. Reviewers can generate reports but cannot view, add, edit, or delete specific child records or screenings. The table that follows summarizes the functions of all three roles and compares their access levels. ASQ Online Quick Reference Guide for Kansas Administrators --- To create a user for your program: 1. From the main menu select “Program.” 2. Click the Quick Link for “Add Program User.” 3. Enter the user’s name and contact information, and select their user role. Required fields are marked with an asterisk. NOTE: Be sure the e-mail address is correct—it will be used to send login information. 4. Select and enter a username for the user. Typical usernames consist of the user’s first initial and last name (e.g., jwilliams). 5. Click the “Save” button. 6. The user will receive an email with their login information and a link to set up their password. ASQ Online Quick Reference Guide for Kansas Administrators --- If you or another user need district-level access or access to multiple programs, contact your Account Administrator. # Setting Up Classrooms As administrator, you can create classrooms and assign child records to a classroom. Program Administrators can search for and generate reports on every classroom in the program, and Providers can search for and generate classroom reports for children to whom they are assigned. To create a classroom: 1. From the main menu select “Program.” 2. Select the Quick Link for “Classrooms.” 3. Select the Quick Link for "Add Classroom." 4. Enter the name for your classroom in the field provided and click "Save". ASQ Online Quick Reference Guide for Kansas Administrators --- 5. Once your classrooms have been created, you will see a list of them under the "Program Classrooms" tab. Click the classroom name to make edits to or delete the classroom. ASQ Online Quick Reference Guide for Kansas Administrators --- The classroom fields will also appear as a search option on the Child Profile Search page. To assign a child to a classroom, edit the child profile, select the classroom option, and click "Save". Required Child Profile Fields • Child First Name • Child Last Name • Child Last Name • Child DOB As Program Administrator, you have the ability to decide which child profile fields are required or not. You can also select whether the field will be required in Family Access. There are certain fields that must be required. Those include: • Child DOB • Weeks premature • Weeks premature • Gender • Address 1 • City • Gender • Address 1 • City --- • State/Province • Zip/Postal code • Zip/Postal code • Country • Country • Phone • Phone There are some Child Profile fields that are not included in Family Access by default. Those fields include: • Alt ID • Status • Status • Parent/caregiver consent on file • Parent/caregiver consent on file • Classroom • Classroom To make Child Profile fields required or not required: 1. From the main menu select “Programs.” 2. Scroll down the page until you see the "Child Profile Required Fields" tab. You will see a list of the 2. Scroll down the page until you see the "Child Profile Required Fields" tab. You will see a list of the current Required Fields and current Required Family Access Fields. 3. Select the "Edit" tab. 3. Select the "Edit" tab. | Required Fields | Required Family Access Fields | | --- | --- | | First name | First name | | Last name | Last name | | Date of birth | Date of birth | | Weeks premature | Weeks premature | | Gender | Gender | | Address1 | Address1 | | City | City | | State/Province | State/Province | | Zip/Postal code | Zip/Postal code | | Country | Country | | Phone | Phone | | Classroom | | 4. Check the box next to the Child Profile field to make it a required field. To make the Child Profile field a nonrequired field, uncheck the box. If the box is grayed out, you do not have the option to make the field nonrequired. --- 5. Once you have made your selections, click "Save". # Creating Child & Caregiver Profiles Once you have entered the keycodes for your program and created users, the next step is to create the Child and Caregiver Profiles. There are three ways to create Child Profiles and Caregiver Profiles in ASQ Online: Manually create Child and Caregiver profiles, import Child and Caregiver profile data, or have caregivers use Family Access to complete the Child and Caregiver profile information. To add a new Child Profile: 1. From the main menu select “Child Profiles.” 2. Select the Quick Link for “Add Child Profile.” ASQ Online Quick Reference Guide for Kansas Administrators --- 3. Enter the child’s information, taking care to submit correct information that matches your student information system and other data submissions. 4. Required fields are marked with an asterisk. **NOTE:** - Enter the child’s Ethnicity if available. You may select multiple options. 5. Click “Save” once you have entered the required information in the Child Profile. ASQ Online Quick Reference Guide for Kansas Administrators --- To enter a new Caregiver Profile for a child: 1. Select the Quick Link for “Add New Caregiver.” 2. Enter the caregiver’s information. Required fields are marked with an asterisk. 3. Click “Copy child’s address and phone number” if the caregiver’s phone number and address are the same as the child’s. This will automatically fill in the information from the Child Profile. 4. Click the checkbox for “Primary Caregiver Profile for” to confirm the associated child. 5. Click the “Save” button. **NOTE: You can add additional Caregivers for a Child Profile as necessary. If you work with siblings or students** who share the same caregiver, you can add an existing Caregiver Profile to another Child Profile. ASQ Online Quick Reference Guide for Kansas Administrators --- Importing Child & Caregiver Information (Optional) As Program Administrator, you have the option to import child and caregiver information directly into your ASQ Online program from either PowerSchool, Skyward, Go Edustar, or another database system. This saves time that would be used to individually enter the child and caregiver data. It also improves data quality by ensuring ASQ Online demographic data matches data in your student information system and other data submissions. NOTE: Importing data is optional. When you use Family Access, the caregiver will provide the demographic data needed for the child and caregiver. To import Child and Caregiver data into ASQ Online: 1. From the main menu select “Program.” 1. From the main menu select “Program.” 2. Select the Quick Link for “Import Data.” 2. Select the Quick Link for “Import Data.” 3. Select the tab for “Download Data Templates.” 4. Click the “Child and Caregiver Profile Data Template” link, and save the template file to your computer. 4. Click the “Child and Caregiver Profile Data Template” link, and save the template file to your computer. --- 5. Enter the data or format the data from your database management system into the template. Review the list of fields and correct formats in the ASQ Online Import Guide on pages 19-21 below. See sample_import.csv for a sample import file to use as a guide. 6. Once you finish adding data to your template file, save the file. **NOTE: The file should be in a .csv (comma separated value) format.** 7. When you are ready to import, on the main menu choose “Program.” Then select the Quick Link for “Import Data.” 8. From the “Import type” dropdown menu shown above, select “Child and Caregiver Profile Data Template.” 9. From the “Date format” dropdown menu shown above, select “mm/dd/yyyy.” 10. Click “Browse,” and select the .csv file you wish to import. 11. Click “Import.” 12. Once the data have been imported successfully, ASQ Online will provide a confirmation message with the number of records imported as shown in the next image. If there are any errors, the error message will display the type of errors that occurred. Once you fix the errors in your import file, you can import the data again. ASQ Online Quick Reference Guide for Kansas Administrators --- The ASQ Online Import Guide that follows provides a useful summary of instructions. | Field Name | Required* | Format/ | | --- | --- | --- | | Program | No | Text | | Program ID | No | Number | | Child ID | No | Text | | Alt ID | No | Text | | Last Name | Yes | Text | | Middle Name | No | Text | | First Name | Yes | Text | | Status | Yes | Active Archived | | DOB | Yes | mm/dd/yyyy | | Weeks Premature | Yes | Number | | Adjusted Age | No | Text | | Gender | Yes | Male Female | | Ethnicity | No | Caucasian African American Hispanic or Latino Asian Middle-Eastern Native American Hawaiian Pacific Other Unknown | | Address1 | Yes | Text | | Address2 | No | Text | | Address3 | No | Text | | City | Yes | Text | | County/District | No | Text | | State/Province | Yes | Text | | Zip/Postal Code | Yes | Text | | Options | Example | Special Instructions | | --- | --- | --- | | | | Leave blank. | | | | Leave blank. | | | | Leave blank. When using import to update Child Profiles, include the ASQ Online Child ID. | | | 123456 | | | | McAdams | | | | | | | | Timmy | | | | Active | List active for all Child Profiles. | | | 09/01/2010 | Make sure “0” is in front of single-digit months and days. | | | 0 | Enter 0 if the child was not premature. | | | | Leave blank. | | | Male | | | Islander | Caucasian; African American | Provide if available. Select multiple options by entering“;”between each.See example. | | | 123 Main St. | | | | | | | | Topeka | | | | | | | | Kansas | | | | 66621 | | ASQ Online Quick Reference Guide for Kansas Administrators --- | Field Name | Required* | Format/O | | --- | --- | --- | | | | | | Country | Yes | Text | | Phone | Yes | xxx-xxx-xxxxx | | Classroom ID | No | | | Classroom | No | Text | | Previous care and education | Yes | School/District pre School/District spe program Head Start Early Head Start Daycare Center Daycare In-Home Private Preschool Home care with pa member or friend Other(please desc) | | Other | No | Text | | Caregiver ID | No | | | Caregiver Prefix | No | Mr. Mrs. Ms. Miss Dr. | | Caregiver First Name | Yes | | | Caregiver Middle Name | No | | | Caregiver Last Name | Yes | | | Relationship to Child | Yes | Mother Father Grandparent or other Foster parent Guardian Teacher Child care provider Other | | Caregiver Phone | Yes | xxx-xxx-xxxxx | | Caregiver Alternate Phone | No | xxx-xxx-xxxxx | | Caregiver Email | No | Text | | Options | Example | Special Instructions | | --- | --- | --- | | | 66621-4521 | | | | United States | | | | 000-000-0000 | | | | | Leave blank. But if using import to update existing Child Profiles, include Classroom ID. | | | Morning Classroom | The options are based on what classrooms you have set up as an Administrator | | School special education(Parent, family (ibe)) | Head Start | Can choose multiple options. | | | Private Homecare | If “Other (please describe below)” is selected, enter information here. | | | | Leave blank. If using import to update existing Caregiver Profiles, include ASQ Online Caregiver IDs. | | | Mrs. | | | | Mary | | | | McAdams | | | Other relative | Mother | | | | 000-000-0000 | | | | 000-000-0000 | | | | mary@gmail.com | Must be valid email address. | | Primary Caregiver | Yes | YesNo | | Caregiver Address1 | Yes | Text | | Caregiver Address2 | No | Text | | Caregiver Address3 | No | Text | | Caregiver City | Yes | Text | | Caregiver County/District | No | Text | | Caregiver State/Province | Yes | Text | | Caregiver Zip/Postal Code | Yes | Text | | Caregiver Country | Yes | United States | | Options | Example | Special Instructions | | --- | --- | --- | | | Yes | Enter yes for all child profiles. | | | 123 Main St. | | | | | | | | | | | | Topeka | | | | | | | | Kansas | Use full State name. | | | 66621 | Can also use format 66621-1234 | | | United States | | *Note: As Administrator, you have the ability to mark certain demographic fields as required/not required. See Section "Required Fields" on page 12 for more information. Assigning Child Profiles to Providers If you have created or imported Child Profile and Caregiver Profile data, you will need to assign the Child Profiles If you have created or imported Child Profile and Caregiver Profile data, you will need to assign the Child Profiles to the Providers in your program. There are two ways to assign a Child Profile: Go to a Provider’s user profile and assign one or more Child Profiles to that Provider; or go to a child’s profile and assign one or more Providers to that child. Once a Provider has been assigned to a Child Profile, he or she will be able to edit the Child Profile, enter screening data, create tasks, add/edit Caregiver Profiles, and generate reports. To assign one or more Child Profiles to a Provider: 1. From the main menu select Program. 1. From the main menu select Program. 2. Select the Quick Link for “Search Program Users.” 2. Select the Quick Link for “Search Program Users.” 3. Search for the Provider by last name and/or first name. Click the Provider name from the list. --- 4. Select the Quick Link for “Assign Children to Provider.” 5. Enter any search criteria to narrow down the list of Child Profiles, or leave blank to see the entire list of Child Profiles in your program. 6. Select the checkbox next to the child to assign that child to the Provider. To assign all children in the list to the Provider, click the “Select All” button at the bottom below the checkboxes. ASQ Online Quick Reference Guide for Kansas Administrators --- 7. Once you have made all selections, click the “Add” button as shown in the image above. When the Provider logs in to ASQ Online, they will see the assigned children under the Child Profiles section. To assign one or more Providers to a Child Profile: 1. From the main menu select “Child Profiles” as shown in the image below. 2. Click the child’s name in the list on the “Child Profiles” tab as shown. ASQ Online Quick Reference Guide for Kansas Administrators --- 3. Select the Quick Link for “Add Provider/Reviewer.” 4. Select the checkbox next to the Provider. To select all Providers listed, click the “Select all” button. Once you have made your selection(s), click the “Add” button. ASQ Online Quick Reference Guide for Kansas Administrators --- # About Family Access Family Access is ASQ Online’s questionnaire completion system for parents, guardians, and other caregivers. Family Access allows your program to create a customizable webpage where you can have parents/caregivers complete ASQ-3 and ASQ:SE-2 for their children online, which makes sharing this information convenient and easy for parents/caregivers. Here’s a step-by-step look at how Family Access works: Family Access is mobile friendly, so parents/caregivers can access the web page via a smartphone or mobile tablet. ASQ Online Quick Reference Guide for Kansas Administrators --- # Setting Up Family Access To create a Family Access web page: 1. From the main navigation menu select “Family Access.” 2. On the left menu, under “Create Web Page,” select the option for the desired questionnaire. 3. To print or email an invitation letter to the parent/caregiver, you can use the default “Invitation letter” or edit it to include your program’s details. The letter and other Family Access components allow you to enter dynamic content that automatically populates from ASQ Online whenever you generate the letter. 4. To select which dynamic content you want to insert, click the icon of the baby (in the small red box in the image above). 5. Edit how your program address will appear on the Family Access web page. Default dynamic content will appear but can easily be changed. ASQ Online Quick Reference Guide for Kansas Administrators --- 6. Parents/caregivers will see the “Welcome message” when they first visit your web page. The Kansas State Department of Education (KSDE) has provided sample language to use to welcome Kansas families. It is available for both ASQ-3 and ASQ:SE-2. 7. Enter any additional information you wish to provide on the “Screening instructions” screen. 8. The "Consent paragraph" field is automatically populated with standard language provided by KSDE (Click here). Contact KSDE for permission prior to adding to this language. 9. Use the “Thank you message” field to show an additional message to parents/caregivers once they complete the questionnaire. Standard language provided by KSDE is available for ASQ-3 and ASQ:SE-2. 10. If you have a keycode for ASQ learning activities, include a link on the Family Access page for parents/caregivers to download them. From the “Thank you page packet” dropdown menu, select the Learning Activities packet for either ASQ-3 (shown in the first image below) or ASQ:SE-2 (second image below). --- 11. If you want all Program Administrators to be able to edit the Family Access landing page and review completed questionnaires that come in through Family Access, mark the “Shared” checkbox as shown below. NOTE: The landing page cannot be unshared once you have shared it. 12. Upload a logo that will appear on the Welcome and Thank You pages of your Family Access. You can upload your own logo or use the Kansas State Department of Education logo (available here). Click “Browse” to upload the logo and select “Medium (within 300 x 300)” for the display size. 13. You also have the option to display footer images at the bottom of the Welcome and Thank You pages. Click “Browse” to upload footer images. ASQ Online Quick Reference Guide for Kansas Administrators --- 14. Click “Update” when you have entered all the information for Family Access. You will now see a URL for your Family Access page (shown in the large red box below) that can be shared with families. 15. Click “Show” (left red arrow in the image above) to preview what your Family Access page looks like. 16. To make changes to your Family Access page at any time, select the “Edit” link (right red arrow in the image above). # Linking ASQ-3 and ASQ:SE-2 Family Access Pages You have the ability to link your ASQ-3 and ASQ:SE-2 Family Access pages so parents/caregivers can complete both questionnaires using one link. When the ASQ-3 and ASQ:SE-2 pages are linked, parents/caregivers will be presented with a landing page with the following options: - I am completing both the ASQ-3™ and ASQ:SE-2™ questionnaires. - I am completing the ASQ-3™ questionnaire. - I am completing the ASQ:SE-2™ questionnaire. - I have already completed both the ASQ-3™ English and ASQ:SE-2™ English via paper and am ready to enter my data. If a parent/caregiver selects the option to complete both questionnaires, they will enter the child’s and parent’s/caregiver’s demographic information once, complete the ASQ-3 questionnaire, and then complete the ASQ:SE-2 questionnaire. To link the ASQ-3 and ASQ:SE-2 Family Access pages: 1. Make sure you have already created your individual ASQ-3 and ASQ:SE-2 pages. 2. From the main navigation menu select “Family Access.” **3.** Select the "Link with Shared ASQ:SE-2 English" option. ASQ Online Quick Reference Guide for Kansas Administrators --- 4. You will see a confirmation message (shown in the image below) that asks if you are sure you want to allow completion of ASQ:SE-2 after ASQ-3. Click "OK." 5. The pages will now be linked and you will be able to send the parent/caregiver one URL to complete both questionnaires. If you have keycodes for other languages (Spanish, French), you will also be able to link the ASQ-3 and ASQ:SE-2 pages. II. PREPARING FOR QUESTIONNAIRE COMPLETION To prepare for questionnaire completion, you will need to be able to: • Introduce parents/caregivers to ASQ | ASQ-3 | | --- | | 1. Share the purpose of screening. Parents/caregivers may worry about participating in a screening program. Some may be new to the idea; others might fear that | | ASQ:SE-2 | | --- | | 1. Share the purpose of ASQ:SE-2. Here are some things you can say: ·“ASQ:SE-2 provides a quick check of your child's social-emotional development.” | • Provide parents/caregivers with questionnaires The sections that follow provide detailed information and specific suggestions. Parents/caregivers will be more comfortable about and engaged in screening when they understand what it’s for and how it works. Here are some key areas to cover with parents/caregivers when you introduce ASQ-3 and ASQ:SE-2 and ask them to participate. Introducing ASQ-3 and ASQ:SE-2 to Parents/Caregivers their child will be labeled. Here are some things you can say: • “ASQ-3 provides a quick check of your child’s • “ASQ-3 provides a quick check of your child’s development.” • “Your answers show your child’s strengths • “Your answers show your child’s strengths and any areas in which your child may need more help or practice.” • “The information you provide will be helpful • “The information you provide will be helpful in determining whether your child needs further assessment.” 2. Give parents/caregivers guidance and help them feel prepared to complete a screening successfully. • “Make this a game that’s fun for you and your child.” • “Make sure your child is rested and fed • “Make sure your child is rested and fed before you start.” • “Review the list of items needed to complete • “Review the list of items needed to complete the questionnaire before you start.” Also review Important Points to Remember on • “The information on this questionnaire is confidential. I will not share the information with anyone without your consent.” • “Your answers show your child’s 3. Explain how ASQ-3 works. • “Your answers show your child’s social-emotional strengths as well whether there are behaviors you’d like to talk about.” • “Your answers help me know what type of • “Your answers help me know what type of information I can gather for you.” • “Your answers help me get to know your child Describe the five developmental areas of ASQ- 3, the items within these areas, and the Overall section. You might say: • “Your child may be able to do some, but not • “Your answers help me get to know your child better and show how I can provide support in the classroom.” • “If you have questions or concerns about any of • “Here are the five areas of development we’ll look at on the ASQ-3:” 1. “Communication refers to your child’s • “If you have questions or concerns about any of your child’s behaviors that are beyond my knowledge, I can help you find other resources or agencies in our community that can help.” 2. Review the Important Points to Remember at the top of the first page of the questionnaire. Remind parents/caregivers to answer questions based on what they know about their child’s behavior: • “Answer the questions based on your child’s • “Answer the questions based on your child’s usual behavior, not behavior when your child is sick, very tired, or hungry.” • “A parent or caregiver who knows your child • “A parent or caregiver who knows your child well can complete ASQ:SE-2—this is someone who spends more than 15 to 20 hours a week with your child.” 3. Explain the scoring system, and show the parent/caregiver where to mark their response. • OFTEN OR ALWAYS: The child is performing the behavior frequently or all the time. • SOMETIMES: The child is performing the Encourage parents/caregivers to check their response first and then indicate whether the question reflects a concern about their child’s behavior. • RARELY OR NEVER: The child is not performing the behavior or is performing it rarely. 4. Review the CONCERN column. --- |4. “Problem Solving is how your child plays with toys and solves problems.” 5. “Personal-Social is your child’s self-help skills and interactions with others.” • “The Overall section asks questions about your child’s development as a whole and any concerns you may have.” 4. Review the three response options and what they mean. ASQ-3 asks parents/caregivers to choose one of three possible answers. Here is a simple way to explain them: • “YES means that your child is performing the skill.” • “SOMETIMES says that your child is just beginning to perform the skill or does it on occasion.” • “NOT YET indicates that your child is not yet performing the skill.”|questionnaire by checking YES or NO and providing detail as appropriate.| |---|---| |Here are some additional resources on introducing parents/caregivers to screening, available on www.agesandstages.com. These family-friendly resources (available in English and Spanish) help|| |parents/caregivers understand the purpose of screening and know what to expect. They'll get a Q&A with quick answers to common questions and links to valuable resources to support development. • Ages and Stages For Parents Page|| |• ASQ for Parents Packet (English)|| |• ASQ for Parents Packet (Spanish)|| When parents/caregivers finish completing a questionnaire, take a few moments to review what they can expect next: - Let them know that you’ll be in touch to share the results. - Give them a time frame. ASQ Online Quick Reference Guide for Kansas Administrators --- # Providing Questionnaires to Parents/Caregivers ASQ Online makes available several resources that can be used to help acquaint parents/caregivers with ASQ-3 and ASQ:SE-2, including an introduction letter, information about ASQ-3 and ASQ:SE-2, and a blank questionnaire for completion. You can print blank copies of these resources or create your own packet of materials. Documents and blank questionnaires are available for printing in ASQ Online under the “Documents” section of Screening Management. The 72 month questionnaire is not included with your ASQ-3 Starter Kit and must be printed from the online system. To print the 72 month questionnaire: 1. From the main menu select “Screening Management.” ASQ Online Quick Reference Guide for Kansas Administrators --- 2. From the left menu under “Documents” select “View/Print Documents” (red arrow). 3. In the search field type “ASQ-3” to narrow down the list of documents. Select the “Download” link next to “ASQ-3 English Questionnaire” (red arrow). 4. Select the 72 month ASQ-3 interval (red arrow) to print or save. ASQ Online Quick Reference Guide for Kansas Administrators --- Follow these same steps to print the ASQ-3 60 month questionnaire and the ASQ:SE-2 60 month questionnaire. To print “What is ASQ-3?” or “What is ASQ:SE-2?” from ASQ Online: 1. From the main menu select “Screening Management.” 1. From the main menu select “Screening Management.” 2. From the left menu under “Documents” select “View/Print Documents.” 2. From the left menu under “Documents” select “View/Print Documents.” 3. To narrow down the list of documents, type “What is” in the search field (top red arrow in the image below). Select the “Download” link (bottom red arrow) next to either “What is ASQ-3?” or “What is ASQ:SE-2?” In ASQ Online, you can print several forms and letters to share with parents and other caregivers. The two tables that follow list selected resources. The first table lists resources to help you introduce parents/caregivers to ASQ, and the second, resources to share once a screening is completed. Resources for Introducing Parents/Caregivers to ASQ ASQ-3 Letters and Documents ASQ:SE-2 Letters and Documents | Name | Description | Questionnaire Type | | --- | --- | --- | | What Is ASQ-3?, English | | ASQ-3 English | | What is ASQ:SE-2? | | ASQ:SE-2 English | | Category | Document Type | | | --- | --- | --- | | Other | System | Download | | Screening | System | Download | | ASQ-3 Letters and Documents | | --- | | What is ASQ-3 | | Parent Consent Form, ASQ-3 | | Parent Family Access Letter with URL, ASQ-3 | | Parent Questionnaire Cover Letter, ASQ-3 | | Parent Welcome Letter, ASQ-3 | | | ASQ:SE-2 Letters and Documents | | --- | --- | | | What is ASQ:SE-2?Parent Consent Form, ASQ:SE-2Parent Family Access Letter with URL, ASQ:SE-2Parent Questionnaire Cover Letter, ASQ:SE-2Parent Welcome Letter, ASQ:SE-2 | --- Resources to Share with Parents/Caregivers Following ASQ Completion ASQ-3 Letters and Documents ASQ:SE-2 Letters and Documents | ASQ-3 Letters and Documents | | --- | | Parent Feedback Letter: Typical, ASQ-3 | | Parent Feedback Letter: Monitoring, ASQ-3 | | ASQ-3 Parent Conference Sheet | | Intervention Activities | | Learning Activities | | ASQ:SE-2 Letters and Documents | | --- | | Parent Feedback Letter, Typical, ASQ:SE-2 | | Parent Feedback Letter, Monitoring, ASQ:SE-2 | | ASQ:SE-2 Parent Conference Sheet | | Intervention Activities | | Learning Activities | These documents are also available in Spanish if you have the Spanish keycode(s). Creating Your Own Program Documents and Letters As Administrator, you can create your own custom letters and documents in ASQ Online—for example, a welcome letter for parents/caregivers, or a custom consent form. You can insert dynamic content from the Child, Caregiver, and/or Program Profile. Once you have created a program document, all users in your program will be able to view and download the document. To create a program document: 1. From the top menu select “Screening Management.” 1. From the top menu select “Screening Management.” 2. From the left menu select the “Create Document” link (red arrow). 2. From the left menu select the “Create Document” link (red arrow). 3. In the “Name” field, enter the title of your document. 4. In the “Description” field, enter an optional description of this document. 4. In the “Description” field, enter an optional description of this document. 5. From the drop-down menu select the document category: Screening, Follow-up, or Other. 5. From the drop-down menu select the document category: Screening, Follow-up, or Other. 6. From the drop-down menu select a questionnaire type: ASQ-3 English/Spanish, or ASQ:SE-2 6. From the drop-down menu select a questionnaire type: ASQ-3 English/Spanish, or ASQ:SE-2 English/Spanish. 7. 7. In the “Content” field, enter the text of your document and format it to your liking. --- 8. Click the icon of the baby (red arrow) and choose the dynamic content you wish to add. Here is a list of the dynamic content available for inclusion in documents: Child | Child | | --- | | First Name | | Last Name | | Address(Address1, Address2, Address3,City, State,Zip) | | Phone | | Date of Birth | | Alt ID | | Child ID | | Caregiver | | Prefix | | First Name | | Last Name | | Address(Address1, Address2, Address3,City, State,Zip) | | Phone | | Caregiver Email Address | | Provider | | Prefix | | First Name | | Last Name | | Address(Address1, Address2, Address3,City, State,Zip) | | Phone | | Job Title | | Program | | Name | | Address(Address1, Address2, Address3,City, State,Zip) | | Phone | | Primary Care Physician | | Name | | Address(Address1, Address2, Address3,City, State,Zip) | | Phone | | Date | | Logo | 9. When you have finished creating your document, click the “Submit” button. --- You also can print a set of materials using the system packets that exist in ASQ Online, or you can create your own packet of materials. The system packets in the following table are recommended for use with your parents/caregivers: | Screening, Initial (Intro to Parent/Caregiver), ASQ-3 | | --- | | Parent Welcome Letter, ASQ-3 English | | Parent Questionnaire Cover Letter, ASQ-3 English | | What Is ASQ-3?, English | | Parent Consent Form, ASQ-3 English | | ASQ-3 English Questionnaire | | Screening, Initial (Intro to Parent/Caregiver),ASQ:SE-2 | | --- | | Parent Welcome Letter,ASQ:SE-2 English | | Parent Questionnaire Cover Letter,ASQ:SE-2English | | What is ASQ:SE-2? | | Parent Consent Form,ASQ:SE-2English | | ASQ:SE-2English Questionnaire | • ASQ-3 English Questionnaire • ASQ:SE-2 English Questionnaire 1. From the main menu select “Screening Management.” 2. Select the Quick Link for “View/Print Packets” (red arrow). 2. Select the Quick Link for “View/Print Packets” (red arrow). 4. To print, select the “Generate” link (small red arrow in the image above) next to the packet. 5. To see a list of children who are a part of your program, select the “Child Profiles” tab. | Name | Questionnaire Type | Include in FA | | | --- | --- | --- | --- | | Screening, Initial (Intro to Caregiver), ASQ:SE-2 (English) | ASQ:SE-2 English | No | View | Generate | Child List | | Screening, Initial (Intro to Caregiver), ASQ:SE (Spanish) | ASQ:SE Spanish | Yes | View | Generate | Child List | 5. To see a list of children who are a part of your program, select the “Child Profiles” tab. 6. To add one or more children to your packet, click the “Add” link (red arrow). You can use the search 6. To add one or more children to your packet, click the “Add” link (red arrow). You can use the search options to find specific children. --- 7. When you have made your selections, select the “Print Packet” link. 8. Review the list of children who will be included in the packet along with the recommended questionnaire interval. Click the “Print Packet” button. 9. To print or download the files to your computer, select either “Download Zip” or “Download PDF.” ASQ Online Quick Reference Guide for Kansas Administrators --- # Ways to Provide Questionnaires ASQ Online offers flexible options for providing questionnaires to parents/caregivers. Questionnaires can be completed online or on paper, independently or with assistance. To have the parent/caregiver complete a questionnaire independently online: - Send the questionnaire electronically by emailing the ASQ Online Family Access link to the child’s parent/caregiver. - Share a flyer with the link to ASQ Online Family Access. Send the information home in the child’s folder, or give out the flyer at a parent night or other event. - Ask the parent/caregiver to complete the questionnaire online at school. To have the parent/caregiver complete a hard copy of the questionnaire independently: - Send a printed copy of the questionnaire home for the parent/caregiver to complete and return. - Ask the parent/caregiver to complete the questionnaire during a parent–child visit at school (slow start, back-to-school night, family education event). If the parent/caregiver would benefit from help in completing the questionnaire, the parent/caregiver and teacher/provider can fill it out together. ASQ Online Quick Reference Guide for Kansas Administrators --- III. ENTERING QUESTIONNAIRE DATA INTO ASQ ONLINE Entering Questionnaire Results Using Long or Short Form If parents/caregivers complete the paper version of the ASQ-3 and ASQ:SE-2 questionnaires, you, your teachers/providers, or other designated staff can easily enter the responses into ASQ Online. To enter questionnaire results for a child: 1. From the main menu select “Child Profiles.” Search for the name of the child 1. From the main menu select “Child Profiles.” Search for the name of the child whose results you want to enter. 2. Select the Quick Link for “Add Screening.” 2. Select the Quick Link for “Add Screening.” 3. On the “Add Screening” tab, click the appropriate drop-down menus or fields to: • select the “Caregiver who completed the screening.” • select the “Caregiver who completed the screening.” • choose the “Provider who completed the screening.” • choose the “Provider who completed the screening.” • enter “Names of others assisting in screening completion” (optional). • enter “Names of others assisting in screening completion” (optional). • select “Questionnaire type.” • select “Questionnaire type.” 4. Select whether you want to enter data using the long form (includes the ASQ question text) or the short form (a 1-page quick data entry form). • If you are using the long form, enter the questionnaire response for each question. ASQ Online will • If you are using the long form, enter the questionnaire response for each question. ASQ Online will automatically display the score. • If you wish to enter additional notes, selecting the “note” icon lets you choose that option. • If you wish to enter additional notes, selecting the “note” icon lets you choose that option. Enter the Screening Date. 5. Enter the Screening Date. 6. The system will automatically select the recommended questionnaire interval for you to use. --- **NOTE: ASQ Online allows you to use the ASQ:SE-2 60 month questionnaire for children as old as 77** months 30 days. While the print questionnaire lists the age range as 54 months 0 days through 72 months 0 days, the online system allows for a wider range to accommodate older children entering kindergarten. 7. Enter any screening notes (red arrow). Click “Save” (red box). 8. For each item, select the button that indicates the parent’s/caregiver’s answer to that item. If the parent/caregiver did not answer the item, select the button for “RESPONSE MISSING.” **NOTE: For the ASQ-3 questionnaire, up to 2 responses per area can be marked as “RESPONSE MISSING”** and the questionnaire will still be scored. For the ASQ:SE-2 questionnaire, up to 3 responses for the entire questionnaire can be marked as “RESPONSE MISSING.” 9. You have the option to enter additional notes or parent/caregiver comments about an item in the questionnaire by clicking the add-comment icon to the right of the item (red box). A text box will then appear below the item (red arrow). Type the additional notes into the text box. 10. To continue to the next area, click either the right arrow (left red box below) or “Save in Progress” (right red box). ASQ Online Quick Reference Guide for Kansas Administrators --- 11. Once you complete all sections of the questionnaire, click the “Finalize” button, which will take you to the Information Summary sheet. 12. Review the results on the Information Summary. ASQ Online Quick Reference Guide for Kansas Administrators --- # Entering Questionnaire Results via Family Access The easiest way to collect child, parent/caregiver, and questionnaire results is to use Family Access. Using Family Access eliminates the need to create or import Child and Caregiver Profiles as well as the need to manually enter questionnaire results. The following section provides a step-by-step overview of how parents/caregivers enter questionnaire results through Family Access. 1. When a parent/caregiver visits a Family Access landing page, he or she is first asked to enter information in the fields for Child’s Date of Birth, Weeks Premature (red box), and Screening Date (red box) and click the “Submit” button (red arrow). 2. Once this information has been entered, Family Access will generate the correct screening interval for the child and instruct the parent/caregiver to print out a blank copy of the questionnaire to fill out with the child. The system will also instruct the parent/caregiver to return to the Family Access landing page to enter the information collected on the child’s questionnaire (red box in the image below). ## IMPORTANT: The questionnaire responses must be entered into Family Access during one sitting. It is recommended that you provide (or have the parent/caregiver print) a blank copy of the questionnaire and review the questions before completing the questionnaire. Some parents/caregivers may choose to fill out the questionnaire on paper first and then go into Family Access to enter the results, or they may enter the results directly into Family Access. Remind parents/caregivers that Family Access is mobile friendly and is accessible via smartphones or tablets. ASQ Online Quick Reference Guide for Kansas Administrators --- 3. When the parent/caregiver is ready to enter the results in Family Access, they will return to the Family Access page and enter the Child’s Date of Birth and Weeks Premature. They will then select the “Enter your results” button (red arrow). 4. Parents/caregivers are then instructed to enter the child’s and parent’s/caregiver’s demographic information. ASQ Online Quick Reference Guide for Kansas Administrators --- 5. Once the demographic information has been entered, the parent/caregiver will click “Next” (red arrow) to continue. 6. The parent/caregiver then enters the screening results in the online questionnaire form. ASQ Online Quick Reference Guide for Kansas Administrators --- ASQ Online Quick Reference Guide for Kansas Administrators --- 7. The arrow buttons can be used to navigate either back to the previous area or forward to the next. 8. Once all responses have been entered, the parent/caregiver will click “Submit.” 9. A prompt will appear stating that answers cannot be altered once the questionnaire is submitted. The parent/caregiver will click the “OK” button. 10. Once the questionnaire has been submitted, the parent/caregiver will be directed to a personalized “Thank You” page. If you have decided to include learning activities on this page, parents/caregivers will be able to click the link (red box) to download learning activities (red arrow). ASQ Online Quick Reference Guide for Kansas Administrators --- # Accepting Questionnaires from Family Access Once a parent/caregiver has completed a questionnaire via Family Access, you will need to review the family access screening and accept it into your program. To review questionnaires submitted via Family Access: 1. From the main menu select “Family Access.” 2. Review the message display to see whether there are Family Access screenings to approve. Select the link. 3. Review the list that displays the child’s and parent’s/caregiver’s information, questionnaire completed, screened date, and completed date. Click “Preview” to see full details about the Family Access screening. ASQ Online Quick Reference Guide for Kansas Administrators --- 4. If a child profile does not yet exist in ASQ Online, choose “Accept as a new child profile and assign to provider” (red box in first image below). Click the “Process” button. This is a good time to improve data quality by ensuring that the child's demographic information (particularly the spelling of the child's name) match data in your student information system and other data submissions. OR If a Child Profile and Caregiver Profile already exist in ASQ Online, choose “Accept and attach to an existing child profile” (radio button in the red box in the second image below). Type the child’s name to find the correct Child Profile. 5. If the Child Profile already exists, select the correct name from the drop-down menu. Click the “Process” button. Once a Family Access screening has been accepted, you and the assigned Provider will immediately be able to review the information summary sheet and questionnaire results. ASQ Online Quick Reference Guide for Kansas Administrators --- When Family Access screenings become available to review, you have the option to receive alerts either by mobile phone or email. To create a mobile phone or email alert: 1. From the main menu select “My Profile” (red box). 2. Click the “Edit” tab next to My Profile (red arrow in image above). Then enter your mobile phone number and the name of your mobile carrier. Click the “Save” button. 3. Select the Quick Link for “My Alerts.” ASQ Online Quick Reference Guide for Kansas Administrators --- 4. Scroll down until you see the “Family Access Alerts” tab. Select your text or email options, select the time, and select “On” from the Status drop-down menu. For example, the selections shown below ensure that you will receive a daily text at 4:00 PM when there are new screens to review: | Family Access Alerts | | | | | --- | --- | --- | --- | | Alert | Time | Status | | | Text me Daily if new screens have been submitted via Family Access that I must approve or reject. | Time:16:00 | On | | | Email me Daily if new screens have been submitted via Family Access that I must approve or reject. | Time:16:00 | Off | | | Text me At each occurrence if new screens were accepted via Family Access and assigned to me for review. | | Off | | | Email me At each occurrence if new screens were accepted via Family Access and assigned to me for review. | | Off | | 5. To save your alerts, on the “Time Zone Setting” tab select the appropriate zone from the drop-down menu and click “Save Changes.” The Information Summary sheet is the scoring form. It provides a complete summary of the questionnaire information and results. Each age interval has its own unique Information Summary. The Information Summary sheet provides the following information for a child: | ASQ-3 Information Summary Sheet | | --- | | Total scores and cutoffs for each area | | Scoring graph of where the child's score falls (below cutoff, monitoring zone, above cutoff) | | Overall responses | | ASQ-3 score interpretation and recommendation for follow-up | | Follow-up action taken | | ASQ:SE-2 Information Summary Sheet | | --- | | Total scores by page, total overall score, and cutoff | | Graph of where the child's score falls (below cutoff, monitoring zone, above cutoff) | | Overall responses and concerns | | ASQ:SE-2 score interpretation | | Follow-up referral considerations | | Follow-up action | • Individual item responses The Information Summary will appear as soon as a screening has been finalized. You can also access an Information Summary for an individual child by going to the Child Profile page and selecting the link for the appropriate questionnaire under the “Child Screenings” tab: --- To print the Information Summary or save it to your computer, select the Quick Link for “Print Information Summary”: The Information Summary sheet can be used to share information with other professionals or agencies involved with families who have a requirement to screen children or follow up. For example, results can be shared with the child’s primary health care provider by sending them a copy of the Information Summary. ASQ Online Quick Reference Guide for Kansas Administrators --- # Printing Completed Questionnaires and Information Summary Sheets You have the option to print the completed questionnaire, the completed Information Summary sheet, or both by selecting the corresponding option from the Quick Links menu: You also can print or save completed Information Summary sheets and completed questionnaires for multiple students. To print multiple Information Summary sheets: 1. From the main menu select “Screening Management” (red box on the image below). 2. Select the “View All” tab next to Screenings (red arrow). 3. If you would like to narrow the results, enter search criteria: a. Questionnaire Type: Search by type of questionnaire b. Interval(s): Select one or more age intervals c. Latest screening only: Select the checkbox to include just the latest screening for children d. Provider: Select a Provider e. Status: Select “In progress,” “Finalized,” or “New” (Family Access screenings) f. Screening date range: Enter a date range for the date on which the parent/caregiver completed the questionnaire g. Date finalized: Enter a date range for when the questionnaire was finalized ASQ Online Quick Reference Guide for Kansas Administrators h. Concern: Select “Concern” (meaning the ASQ-3 questionnaire was below the cutoff) or “No Concern” (the ASQ:SE-2 questionnaire was above the cutoff). (For more information, see the section on page 60 titled “Differences between ASQ-3 and ASQ:SE-2.”) 4. When you have entered the search criteria, click the “Search” button. To include all options, leave the search options blank. 5. Select the checkbox for each child whose Information Summary you want to print. Click the “Print Summaries” button (red box on the image below). 6. Click the “Queue Job” button. 7. Choose whether you want to download the Information Summary sheets as a zip file or as a PDF that can be saved to your computer or printed. ASQ Online Quick Reference Guide for Kansas Administrators --- To print completed questionnaires for multiple children: 1. Select the Quick Link for “View/Print Packets.” 1. Select the Quick Link for “View/Print Packets.” 2. To narrow your options, type “ASQ-3” or “ASQ:SE-2” in the search box (red arrow on the image below). 3. Next to the questionnaire type select the “Generate” link (red box). 3. Next to the questionnaire type select the “Generate” link (red box). 5. You can narrow results by entering one or more options for the search criteria: a. Date Last Sent: Enter a date range for when the packet was last generated. a. Date Last Sent: Enter a date range for when the packet was last generated. b. Only children without materials sent: Choosing this option includes only results for children for b. Only children without materials sent: Choosing this option includes only results for children for whom the packet has not been generated. c. Screening Date: Enter a date range for the date when the screening was completed. i. Questionnaire: Enter “ASQ-3” or “ASQ:SE-2” to narrow results by questionnaire type. j. Result: Type “Below,” “Above,” or “Monitoring.” f. Child ID: Enter the ID generated by ASQ Online. g. Child Alt ID: Enter the Alt ID (the ID entered on the child’s profile). d. Child DOB: Enter a date range for the child’s date of birth. e. Child Name: Enter the child’s first or last name. e. Child Name: Enter the child’s first or last name. f. Child ID: Enter the ID generated by ASQ Online. j. Result: Type “Below,” “Above,” or “Monitoring.” Click the “Add” button next to the name of each child whose completed questionnaire you want to print 6. Click the “Add” button next to the name of each child whose completed questionnaire you want to print (red box on the image below). --- 7. When you have made your selections, choose the “Print Packet” option (top red box below). Then click the “Print Packet” button (bottom red box). 8. Choose whether you want to download the completed questionnaires as a zip file or as a PDF that can be saved to your computer and printed. ASQ Online Quick Reference Guide for Kansas Administrators --- # Printing Completed Item Response Sheets for ASQ:SE-2 In addition to the Information Summary, you may wish to print the completed ASQ:SE-2 Item Response Sheet: 1. From the main menu select “Screening Management.” 2. From the left menu select “View/Print Packets.” 3. In the search box, type “item” (top red box below). On the System Packets tab, next to “Item Response Sheet Packet, ASQ:SE-2, English,” select the “Generate” link (bottom red box). 4. Select the “Completed Screenings” tab. ASQ Online Quick Reference Guide for Kansas Administrators --- 5. Next to the names of the child(ren) whose Item Response Sheet you would like to print, select the “Add” link(s). | Screenings Due | Tasks Due | Child Profiles | Completed So | | --- | --- | --- | --- | | Screening Date | Child Name | Child DOB | Responsible Provider | | 2017-10-17 | Wilson, woodrow | 2014-03-18 | Number 8, Trainer | | 2017-10-01 | Lamb, Peter | 2012-07-19 | Number 9, Trainer | | 2017-09-13 | Lambert, Mark | 2012-04-10 | Belle, Monica | | | Questionnaire | Result | Date Last Sent | | | --- | --- | --- | --- | --- | | | ASQ:SE-2 English 48 Month | Below Cutoff | | Add | | | ASQ:SE-2 English 60 Month | Above Cutoff | | Add | | | ASQ:SE-2 English 60 Month | Above Cutoff | 2017-10-17 | Add | 6. Select the “Print Packet” option. | Screenings Due | Tasks Due | Child Profiles | Completed Screenings | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | | Screening Date | Child Name | Child DOB | Responsible Provider | Questionnaire | Result | Date Last Sent | | | 2017-10-17 | Wilson | 2014-03-18 | Number 8 Trainer | ASQ:SE-2 English 48 | Below | | Add | 7. Then select the “Print Packet” button. 8. Choose whether you want to download the completed Item Response Sheet (second and third images below) as a zip file or as a PDF that can be saved to your computer and printed. --- | Item no. | Item description | Item score | Concern score | Comments/notes | | --- | --- | --- | --- | --- | | 1 | Looks at you when you talk to him? | 5 | 0 | | | 2 | Clings more than you expect? | 0 | 0 | | | 3 | Likes to be hugged or cuddled? | 5 | 0 | | | 4 | Talks or plays with familiar adults? | 0 | 0 | | | 5 | Calms within 15 minutes? | 5 | 0 | | | 6 | Too friendly with strangers? | 0 | 0 | | | 7 | Settles after exciting activities? | 5 | 0 | | | 8 | Seems happy? | 5 | 0 | | | 9 | Cries, screams, or has tantrums for long periods? | 5 | 5 | | | 10 | Interested in things (people, toys, and foods)? | 0 | 0 | | | 11 | Goes to bathroom by self? | 0 | 0 | | | 12 | Eating problems (stuffing food, vomiting, eating nonfood)? | 0 | 0 | | | 13 | Stays with activities for at least 15 minutes? | 10 | 0 | | | 14 | Enjoy mealtimes together? | 5 | 0 | | | 15 | Does what you ask? | 10 | 0 | | | 16 | Seems more active than other children? | 0 | 0 | | | 17 | Snores at least 8 hours in a 24-hour period? | 5 | 0 | | | 18 | Uses words for wants or needs? | 0 | 0 | | | Item no. | Item description | Item score | Concern score | Comments/notes | | --- | --- | --- | --- | --- | | 19. | Uses words to describe own and others' feelings? | 0 | 0 | | | 20. | Moves easily from one activity to another? | 10 | 0 | | | 21. | Explores new places? | 0 | 0 | | | 22. | Does things over and over and gets upset when stopped? | 0 | 0 | | | 23. | Hurts self on purpose? | 0 | 0 | | | 24. | Follows rules at home or child care? | 10 | 5 | | | 25. | Destroys or damages things on purpose? | 0 | 0 | | | 26. | Stays away from dangerous things? | 5 | 0 | | | 27. | Shows concern for other people's feelings? | 0 | 0 | | | 28. | Other children like to play with child? | 0 | 0 | | | 29. | Likes to play with other children? | 0 | 0 | | | 30. | Tries to hurt others (children, adults, animals)? | 0 | 0 | | | 31. | Takes turns and shares during play with children? | 5 | 0 | | | 32. | Unusual interest in or knowledge of sexual language and activity? | 0 | 0 | | | 33. | Wakes 3 or more times at night? | 0 | 0 | | | 34. | Too worried or fearful? | 10 | 5 | He seems more worried and angry since his Dad and me recently separated. | | 35. | Has simple back-and-forth conversations with you? | 0 | 0 | | | 36. | Anyone shared concerns about behaviors? | 10 | 5 | His dad and grandparents say he doesn't listen. | | 37. | Parent concerns about eating, sleeping, or toiletting habits? | Yes | | He won't go to bed when I tell him. I need to get a bed routine in place. He argues about it. | | 38. | Parent worries about child? | Yes | | He seems withdrawn, angry, doesn't listen to me or his grandmother. | | 39. | What parent enjoys about child? | | | He's small and loves his big brother. He loves to be outside and play ball. He likes school so fun. | Differences Between ASQ-3 and ASQ:SE-2 Keep in mind that interpreting results for ASQ-3 is different from interpreting results for ASQ:SE-2, because the relationship of scores to the cutoff is different. On ASQ-3 scoring BELOW the cutoff indicates a concern, while on ASQ:SE-2 scoring ABOVE the cutoff indicates a concern. | Interpretation | | --- | | Concern: Further assessment with a professional may be r | | Monitor: Review behaviors of concern and monitor. | | No Concern: Child's development appears to be on schedule. | | | ASQ-3 | ASQ:SE-2 | | --- | --- | --- | | eeded. | Below Cutoff | Above Cutoff | | Monitoring | Monitoring | | | Above Cutoff | Below Cutoff | | In addition, ASQ-3 includes an Overall section where parents/caregivers can indicate a concern. In ASQ:SE-2, parents/caregivers have the option to mark whether they have concerns about each questionnaire item, and there is a short Overall section that consists of 2−3 questions. | Interpretation | ASQ-3 | | --- | --- | | Family concern | Check Overall concern section | | ASQ:SE-2 | | | --- | --- | | | Check whether parents/caregivers have marked concerns for any specific questionnaire items | | | Check 2-3 Overall questions at end of questionnaire | --- Follow-Up and Next Steps for Families and Teachers/Providers As you plan with staff for your program, consider that follow-up to screening may include these steps: • Review next steps with families. • Review next steps with families. o To prepare to discuss screening results, consider the information in the table titled “Tips for o To prepare to discuss screening results, consider the information in the table titled “Tips for Discussing Results with Families” on pages 63–64 of this guide. o Check out free resources available at www.agesandstages.com. o Check out free resources available at www.agesandstages.com. Share with families activities to try at home. • Share with families activities to try at home. o Use ASQ-3 Intervention Activities and ASQ:SE-2 Guides and Intervention Activities (found in an o Use ASQ-3 Intervention Activities and ASQ:SE-2 Guides and Intervention Activities (found in an Appendix of the respective tool’s User’s Guide). o Offer materials as appropriate from ASQ-3 Learning Activities and ASQ:SE-2 Learning Activities & o Offer materials as appropriate from ASQ-3 Learning Activities and ASQ:SE-2 Learning Activities & More—activities, newsletters, and parenting tips by child’s age. Handouts are available as PDFs in ASQ Online with your keycode. Analyze Student, School, and District data with ASQ Online Reports. • Analyze Student, School, and District data with ASQ Online Reports. Here are follow-up recommendations for ASQ-3: • Below Cutoff • Below Cutoff o Provide intervention and learning activities. o Provide intervention and learning activities. o Share results with primary health care provider. o Share results with primary health care provider. o Refer for hearing/vision and/or behavioral screening. o Refer for hearing/vision and/or behavioral screening. o Refer to primary health care provider or other community agency. o Refer to primary health care provider or other community agency. o Administer interventions and monitor progress (within MTSS framework). o Administer interventions and monitor progress (within MTSS framework). o Refer for special education evaluation. o Refer for special education evaluation. o Refer to local community agencies, faith-based groups, community groups, YMCA, and parenting o Refer to local community agencies, faith-based groups, community groups, YMCA, and parenting groups. Monitoring Zone • Monitoring Zone o Follow up on parent/caregiver concerns. o Follow up on parent/caregiver concerns. o Re-administer ASQ-3. o Re-administer ASQ-3. o Provide information, education, and support. o Provide information, education, and support. o Provide intervention and learning activities. o Provide intervention and learning activities. Above Cutoff o Provide information, education, and support. o Consider referral for evaluation, especially if the child is a girl or if you see lack of competence rather o Consider referral for evaluation, especially if the child is a girl or if you see lack of competence rather than the presence of problem behavior in both genders. Above Cutoff Here are follow-up recommendations for ASQ:SE-2: o Provide intervention and learning activities. o Refer for behavioral/mental health evaluation. o Refer to primary health care provider. o Follow up on parent/caregiver concerns. o Provide intervention and learning activities. o Re-administer ASQ:SE-2. o Provide information, education, and support. o Refer for special education evaluation. --- o Refer to local community agencies, faith-based groups, community groups, YMCA, and parenting groups. The “Screening Management” section of ASQ Online also offers these selected documents and resources you can print or include in packets to parents/caregivers: - ASQ-3 Parent Conference Sheet (English and Spanish) - ASQ:SE-2 Parent Conference Sheet (English and Spanish) - Parent Feedback Letters (ASQ-3 and ASQ:SE-2) - ASQ:SE-2 Item Response Sheet (English and Spanish) The table below summarizes follow-up responsibilities for teachers/providers and families. |Teacher/Provider Responsibilities|Family & Teacher/Provider Responsibilities| |---|---| |✓ Review total scores and family concerns. ✓ Follow local procedures for tiered interventions (i.e., MTSS). ✓ If ASQ-3 and ASQ:SE-2 results together with other pieces of data-driven evidence demonstrate a concern, follow your school’s SIT process/protocol.|✓ Actual scores on ASQ-3 and ASQ:SE-2 should not be shared with families. Instead, focus on how the child is developing (on target, needs more support to be on target in Kindergarten, not on target). ✓ Review things the child can do well. In cases where the child has not been successful in a certain area, discuss strengths based on the child’s current development and encourage opportunities for practice at home. ✓ Give families learning activities to support the child at home. ✓ For SOMETIMES and NOT YET responses, tell families that you will be working together on skills. ✓ Thank families for participating.| ASQ Online Quick Reference Guide for Kansas Administrators --- Following are strategies to use when preparing to talk with parents/caregivers about their child’s results. ## Tips for Discussing Results with Families *Before the meeting, consider and plan for cultural or language issues.* What is the family’s home language? Do you need an interpreter? Which family members should be at the meeting? *Be timely and ensure confidentiality.* Provide screening follow-up information as quickly as possible. Set a time that works for the family. Make sure there is enough time for discussion/questions. Select a private, comfortable place to meet. Assure the family that any information they share will be kept confidential. *Begin the meeting by celebrating the child.* Parents/caregivers want to know you value their child. What do you enjoy about this child? What have you noticed or observed in your time with them? *Review the purpose of screening.* Screening is a service offered to all families for a quick look to see if development is on track. Results let us know children’s strengths and areas we can follow up on in school or at home. *Review the questionnaire. Start with strengths.* Celebrate what the child IS doing. Parent/caregiver and professional observations might differ. That is okay. *Review the Information Summary sheet and scoring chart.* Be careful with the language you use when reviewing the scoring chart—avoid terms such as *pass/fail/test. Instead use terms such as on track, monitor, and below/above cutoff.* *Discuss follow-up actions specific to the child.* Share fun learning activities for home. Share community resources. Ask about sharing concerns with the child’s health care provider. Make referrals as indicated and as parents/caregivers request. **ASQ-3** - Review skills marked YES! These are milestones the child has achieved. - Review NOT YET items and the Overall section. Discuss any parent/caregiver concerns. - If needed, discuss factors that may have affected the child’s performance: opportunity to practice skills; the child’s health (hearing, vision); the family’s home, culture, or language. **ASQ:SE-2** - Review skills marked with a “Z.” These are social-emotional strengths. - Review 10- or 15-point items. Discuss items of concern. - If needed, discuss factors that may be affecting the child’s behavior: setting/time, health, development, family/culture variables, stress or trauma. If Concerns Come Up *Think about where the parents/caregivers are in this process.* Parents/caregivers may be relieved and ready to accept concerning results, or they may be upset, disagree, and not be ready. If parents/caregivers have expressed concerns, they may be ready to hear ASQ Online Quick Reference Guide for Kansas Administrators information and take next steps. If parents/caregivers are not concerned—or if this is all new information—it might take a little longer. *Listen and read subtle cues. Reflect back what the parent/caregiver shares (or information from the* *questionnaire).* Use open-ended questions to gather more information about parents’/caregivers’ observations or concerns. “Can you tell me more about…” or “What I hear you saying is...”. Reflect back what the parent/caregiver shared on the questionnaire: “Based on your observations, it looks like it would be good to get more information about your child’s communication skills.” *If you share concerns; be specific with your observations.* “I’ve noticed that Alice doesn’t turn her head when I talk to her in the classroom. I’m not sure if she is hearing me. Have you noticed that at home?” *Review factors to consider together to determine whether these have affected the child’s performance (e.g.,* *health, family stress, language/cultural factors, setting, etc.).* Discuss factors that affect child development—for example, if a child is not hearing well, communication skills (or behavior) may not develop as expected. Ask the parent/caregiver, “Can you tell me a little more about…?” *Remember, your job is to guide and support, not to convince parents/caregivers to make a referral.* Be ready for big feelings or no feelings. Stay calm. Your role is to support, guide, and inform parents/caregivers about resources. If parents/caregivers are not ready to make a referral, that is their choice. Remember, you can support the child’s development or positive behavior by supporting parents/caregivers in the home. *Know your community resources.* Help parents/caregivers take next steps. Support referrals to local Early Intervention, Special Education, parenting education, parenting support, behavioral health programs, and the like. ASQ Online Quick Reference Guide for Kansas Administrators --- # Engaging Families with ASQ-3 and ASQ:SE-2 Learning Activities ASQ offers a variety of different resources to help engage families. Choose among them based on your knowledge of the child’s and family’s needs and preferences: - *ASQ-3 Learning Activities gives parents/caregivers fun things to try at home with their child. Handouts* are organized by area and can be sent home to give parents/caregivers ideas for opportunities for their children to practice skills. - *ASQ:SE-2 Learning Activities & More contains newsletters, activities, and parenting tips by age.* Handouts are organized by type and age and offer parents/caregivers key information to support children’s social-emotional development and strategies for challenges parents/caregivers may face. - ASQ-3 Intervention Activities and ASQ:SE-2 Development Guides and Intervention Activities are additional resources found in the Appendix of the respective User’s Guide. - Programs can share handouts (once the keycode has been entered) by printing directly from ASQ Online or by including links to handouts on the Thank You page of Family Access. ASQ Online Quick Reference Guide for Kansas Administrators --- To print ASQ-3 Learning Activities and/or ASQ:SE-2 Learning Activities: 1. From the main menu select “Screening Management.” 2. From the left menu select “View/Print Documents.” 3. To filter the results, on the Search Documents tab, in the “Name” text field type “Learning” (see image below). 4. Select the “Download Preview” link next to either ASQ-3 Learning Activities or ASQ:SE-2 handouts. 5. Select the appropriate age interval (shown in the image below). 6. Print or save the file to your computer. ASQ Online Quick Reference Guide for Kansas Administrators --- Using ASQ Online Reports to Analyze Data There are several useful reports you can generate to review results for multiple children: | Report | | --- | | ASQ-3 Screening ScoresASQ:SE-2 Screening Scores | | ASQ-3 Screening Results,by ChildASQ:SE-2 Screening Results,by Child | | Screening Status Summary | | ASQ-3 Screenings Below Cutoff,by AreaASQ:SE-2 Screenings Above Cutoff | | Description | | --- | | Shows results of each child's screenings, including score and cutoff score. | | Lists the results of each child's screenings. | | Details the screening progress of children to whom you are assigned. For each child screened, the report will list all the child's screenings and show when the screening was completed, whether the screening is still in progress, or whether a screening has not yet been completed for the child. | | Lists the number of children who were below cutoff for ASQ-3 and above cutoff for ASQ:SE-2. | ASQ Online Reports are available in three formats: • PDF (Portable Document Format): The report will be a PDF file that you can open using Adobe Reader. • PDF (Portable Document Format): The report will be a PDF file that you can open using Adobe Reader. You can print or save the report to your computer. • CSV (Comma Separated Value): This report format is one that Microsoft Excel can open so you can • CSV (Comma Separated Value): This report format is one that Microsoft Excel can open so you can manipulate the data as needed. • Preview Report: The report will open in a new browser window. You can quickly review the data and • Preview Report: The report will open in a new browser window. You can quickly review the data and change its sort order. Use ASQ Online Reports to: • Review and interpret results for multiple children in your program or assigned to a teacher/provider. • Review and interpret results for multiple children in your program or assigned to a teacher/provider. • Get a snapshot of your program results (number of screenings, number of users, etc.). • Get a snapshot of your program results (number of screenings, number of users, etc.). • Display individual child results and aggregate data. • Display individual child results and aggregate data. • Generate a wide selection of reports at the individual child, teacher/provider, and school/program level. • Generate a wide selection of reports at the individual child, teacher/provider, and school/program level. The “Recent Reports” tab lists all reports that a user has generated within the last 2 weeks. You also have the option to include custom fields in reports. As an administrator, you may choose to review the individual results for students, your entire program, or multiple programs. --- To generate an ASQ Online report: 1. From the main menu select “Reports.” 2. Select the link of the report you would like to generate. 3. Enter the search criteria to narrow results. 4. If you have access to multiple programs and want to generate one report for all of your assigned programs, select the "All" option next to Programs (red box on the first image below). 5. Click the “Generate Report” button (red box on the second image below), and select the option for the report you want to generate: Download PDF, Download CSV, and Preview Report. ASQ Online Quick Reference Guide for Kansas Administrators --- ASQ Online Quick Reference Guide for Kansas Administrators --- Following are screen captures from reports for ASQ-3 Screening Scores; ASQ:SE/ASQ:SE-2 Screening Scores; ASQ-3 Screening Results, by Program; and ASQ:SE-2 Screening Results, by Program. ASQ Online Quick Reference Guide for Kansas Administrators --- If you want to know the total number of child profiles, caregiver profiles, and screenings for your program, you can view the Stats Snapshot, by Provider: If you want to know the percentage of children who were below the cutoff in the ASQ-3 areas and/or above the cutoff for ASQ:SE you can view ASQ-3 Aggregate Results, by Category: ASQ Online Quick Reference Guide for Kansas Administrators --- You can also view ASQ:SE-2 Aggregate Results: ASQ Online Quick Reference Guide for Kansas Administrators --- # V. ASQ ONLINE HELP AND RESOURCES Many resources are available as you implement ASQ Online. This section guides you to key resources that are at your fingertips: - User manuals - Self-guided online tutorials - FAQs - Reference guides - 24/7 email and phone technical support - Webinars - Live Q&A sessions ## ASQ Online Help You can access ASQ Online Help Resources by visiting the ASQ Online home page and selecting the “Visit our Help System” link. Within ASQ Online Help, you will find: - ASQ Online user manuals - Self-guided online tutorials - FAQs - Contact information to reach email and phone technical support In addition, you can access the Help System by clicking on the green question mark icon found on the right side of the page (middle red arrow below). This icon is available on every page in ASQ Online and will take you to the help section specific to the page you are on. A link to the entire Help System is also available under Quick Links on each page in ASQ Online (left and right red arrows below). ASQ Online Quick Reference Guide for Kansas Administrators --- To move through the Help System, you can select pages from the table of contents at left (large red arrow) or enter search criteria in the search box at the top of the page (red box). The ASQ Online home page has an announcements section where you can find news and updates from Brookes Publishing, and a Resource Corner that highlights videos on ASQ-related topics. ASQ Online Quick Reference Guide for Kansas Administrators --- Kansas Kindergarten Readiness Resource Page In addition to resources available within ASQ Online, you will find a wealth of material on the Kansas ASQ resource page (http://agesandstages.com/ks), including recorded webinars, how-to videos, FAQs, quarterly newsletters, and additional ASQ resources. Make sure to bookmark the page and visit often! The ASQ website (http://agesandstages.com) also offers extensive resources to support the effective implementation of ASQ. Start exploring with these popular items: • ASQ Resource Library—this searchable Resource Library has more than 200 free tip sheets, infographics, parent/caregiver handouts, activities, and articles on implementing ASQ-3 and ASQ:SE-2. • ASQ Age & Adjusted Scoring Calculators—this popular tool helps you choose the right questionnaire every time and adjust scores for omitted questionnaire items if you are scoring by hand. • Newsletter Articles—this collection of practical articles covers key topics related to screening such as working with children from diverse cultures, interpreting results, and using interpreters. • Developmental Screening Toolkit and Social-Emotional Screening Toolkit—these toolkits are filled with free resources to help programs successfully implement ASQ-3 & ASQ:SE-2, including tips for screening, engaging with families, and boosting child development. And stay up-to-date on ASQ best practices by joining our monthly ASQ newsletter and following us on social media (Facebook, Twitter, and Pinterest). Contacting the ASQ Online Support Team | | A | | --- | --- | | Technical Support | | | Sales Support | | | Implementation Support | | | SQ Online Support | | | --- | --- | | Email: | https://www.asqonline.com/support | | Phone: | 1-866-404-9853 | | NOTE: | Available 24/7 | | Email: | sschissler@brookespublishing.com Sam Schissler, Educational Sales Representative | | Phone: | 1-800-638-3775(select option 5) | | Email: | implementation@brookespublishing.com Mary Alice Batts-Hatfield, Implementation Specialist Monica Belle, Implementation Manager |