asq-se teacher presentation

AGES & STAGES QUESTIONNAIRE: SOCIAL-EMOTIONAL

Dave Barry, LMFT

Amy Trusso, MFTI

INTRODUCTION

○ Behavioral Specialists ● Youth Service Bureau

○ Dave Barry ● [email protected]

○ Amy Trusso ● [email protected]

PROCEDURAL ORDER

1. Teacher/Parent communication

2. Referral to Behavioral Specialist

3. Assessment Meeting

4. ASQ:SE Administered (By teacher and parent(s); teacher provides ASQ:SE to parent(s))

5. Behavioral Specialist Observation(s)

6. Functional Behavior Assessment (completed by Behavioral Specialist)

7. Follow Up (as needed)

ASQ:SE – OVERVIEW

○ Purpose ● ASQ:SE helps to identify the need for further social

and emotional behavioral assessment in children from 3 months to 51⁄2 years old

● “Results from the ASQ:SE will not identify which children have difficulties and which ones do not. Rather, the results will suggest which children should be referred for further evaluation and which ones appear to be developing typically.”

ASQ:SE – OVERVIEW

○ Aspects of an effective screening tool ● “A major obstacle to the delivery of appropriate early

intervention services is the timely identification of infants and young children who are experiencing developmental problems”

● The ASQ:SE is designed to be: ○ Economical

○ Parental involvement ○ Valid ○ Culturally Sensitive

ASQ:SE – OVERVIEW

○ History ● Ages & States Questionnaire (ASQ): A parent-

completed child-monitoring system; First developed in 1999

○ ASQ-3: published in 2009 “a set of 21 questionnaires designed to identify infants and young children who show potential developmental problems”

● Five areas: communication, gross motor, fine motor, problem solving, and personal-social

ASQ:SE – OVERVIEW

○ History ● Ages & Stages Questionnaires: Social-Emotional

(ASQ:SE) ○ “Developed to complement the ASQ by providing information

specifically addressing the social and emotional behavior of children ranging in age from 3 to 66 months”

○ “Is composed of a series of simple-to-complete questionnaires designed for use by a child’s parents or other primary caregivers”

○ Focus on the child’s ability to successfully regulate their emotions and manage their social interactions in ways that are acceptable to themselves and others

ASQ:SE – OVERVIEW

○ Defining Social and Emotional Competence ● Takes into account social, cultural, and developmental

variations ○ Social Competence: “An array of behaviors that permits one

to develop and engage in positive interactions with peers, siblings, parents, and other adults”

○ Emotional Competence: “ The ability to effectively regulate emotions to accomplish one’s goals”

● “The ASQ:SE is not a diagnostic tool for identifying children with serious social or emotional disorders; rather it should be seen as an aid in identifying young children who may benefit from more in-depth evaluation and/or preventive interventions designed to improve their social competence, emotional competence, or both.”

DESCRIPTION AND DESIGN OF THE ASQ:SE

○ Separate questionnaires for 6, 12, 18, 24, 30, 36, 48, and 60 months ● Each questionnaire can be used within 3 months (for

the 6 through 30 month intervals) or 6 months (for the 36 through 60 month intervals) of the chronological age targeted by the questionnaire

● Number of questions vary according to the age (19 – 33 questions)

● Questions are designed to consider seven behavioral areas: self-regulation, compliance, communication, adaptive functioning, autonomy, affect, and interaction with people.


○ Who can complete the ASQ:SE ● Anyone who spends time with a child on a regular

basis, such as parents, caregivers, foster parents, grandparents, aunts, and uncles, is qualified to answer the questionnaire items. ○ If parents or caregivers are not sure whether a child exhibits

a particular behavior described in a questionnaire item, professionals should not advise or lead parents but instead should encourage them to use their judgment.


○ Format ● Title page, Recording sheet for name, date, (NOTE

THE AGE BY MONTHS OF THE CHILD), Summary page at the end of the questionnaire

● Each item can be answered by marking: most of the time, sometimes, or never or rarely. A forth column allows parents/teachers to indicate with a check if the behavior is of concern to them

● The questionnaire can be completed within 10-15 minutes ○ Reading level is approximately fifth to sixth grade level


○ Scoring ● Point Value: Z: 0 points; V: 5 points; X: 10 points ● “A high total score is indicative of problems, while a

low score suggests that the child’s social and emotional behavior is considered competent by the parent/teacher”

● Score Interpretation ○ Item #2 under score interpretation on the Summary Page

lists the “Cutoff Score” (which varies for each questionnaire) ○ A score higher than the Cutoff Score would warrant a

referral for further evaluation

USING THE ASQ:SE

○ Small Groups according to classrooms/age of children ● Review the age-appropriate ASQ:SE ● Case Example: complete the ASQ:SE with a specific

child in mind ○ Response to interacting with the questionnaire: was it

helpful? Accurate? ○ Questions about the questionnaire? ○ Items that were difficult to answer?

USING THE ASQ:SE

○ Introducing the ASQ:SE to Parents ● “While introducing the ASQ:SE, it is critical to set a

positive tone and establish open communication with a family member…Be clear about the purpose of the screening program, about who will have access to screening information, and about how the screening results will be used.” ○ Example: “This questionnaire asks about your child’s social-

emotional behaviors. Some of the questions are not very specific, but you should answer based on your feelings or opinions about your child’s behavior.”

● DO NOT GIVE SUMMARY SHEET (Scoring guide) TO PARENTS

REFERRALS & FOLLOW UP

○ Using the ASQ:SE as a monitoring tool ● Questionnaires can be completed as the child progress

through Gateway

○ Referrals for further Evaluation or Intervention ● Pediatrician ● Golden Gate Regional Center (GGRC) ● Mental Health Service Agencies

○ Family Counseling

● Parent Support Groups ○ Co-Parenting Classes

REFERRALS & FOLLOW UP

○ Functional Behavioral Assessment ● Completed after observation by Behavioral Specialist ● Targets specific behaviors and offers interventions to

correct behaviors

CONCLUSION

○ Questions/Feedback? ○ How can we best support you?

● During Observations? ● Best way to conduct follow up?

○ Thank you! We are looking forward to partnering with you!

asq-se teacher presentation

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