The ASQ SE User's Guide: A Parent-Completed, Child-Monitoring System for Social-Emotional Behaviors

Clear and comprehensive, this guide walks professionals step-by-step through the process of setting up and running theAges & Stages Questionnaires®: Social-Emotional (ASQ:SE): A Parent-Completed, Child-Monitoring System for Social-Emotional Behaviors. It includes:

• instructions for administering and scoring the questionnaires
• tips on interpreting the questionnaires with sensitivity to children's environmental, cultural, and developmental differences
• detailed technical data on how the system was developed and tested
• creative activities and lists of social-emotional behaviors professionals can share with parents for use with each age group

The appendixes provide readers with a quick guide to social-emotional development, photocopiable forms and sample letters to parents, Spanish translations of selected letters and forms, and a technical report on theASQ:SE. Research on the accuracy of the ASQ:SE has been investigated with more than 3,000 diverse children across the age intervals and their families, with excellent results for both reliability and validity.

The practical, thorough information in this guide, supplemented by illustrative case studies, help practitioners tailor theASQ:SE to meet the needs of the individual children and families they serve.

This User's Guide is part of ASQ:SE, the bestselling screener trusted for more than 15 years to pinpoint social-emotional issues as early as possible during the crucial first 5 years of life.ASQ:SE questionnaires are reliable and valid, parent-completed, cost effective, culturally sensitive, and easy to administer and score. The 8 age-appropriate questionnaires effectively screen seven key social-emotional areas: self-regulation, compliance, communication, adaptive behaviors, autonomy, affect, and interaction with people.

Learn more about the complete ASQ:SE system, and discover ASQ-3™, the best way to screen infants and young children for developmental delays during the crucial first 5 years of life.

Dr. Bricker is the former director of the Early Intervention Program at the University of Oregon and a key developer of the ASQ and AEPS® systems. She has focused her professional career on the development and study of assessment systems and intervention approaches for young children with disabilities and those at risk for developing disabilities.

Dr. Bricker has been instrumental in the development of graduate-level personnel preparation programs that have produced professionals who are delivering quality services to thousands of young children and their families. She has published extensively in the field of early intervention.

Dr. Squires has served as principal investigator on research studies at the University of Oregon on the ASQ system. She is a professor in special education, focusing on early intervention and early childhood special education. She directs the Early Intervention Program and is associate director of the University of Oregon Center for Excellence in Developmental Disabilities.

Dr. Squires has directed national outreach training activities related to developmental screening and the involvement of parents in the assessment and monitoring of their child's development. She currently directs research grants related to early childhood mental health and systems change related to early identification and treatment of newborn infants exposed prenatally to drugs and alcohol. In addition to her interests in screening and early identification, Dr. Squires directs the doctoral and master's level early intervention/special education personnel preparation programs and teachers courses in early intervention/special education at the University of Oregon.

Ms. Twombly has been involved in research, outreach, and training projects related to ASQ for 14 years. Most recently she has worked as a Senior Research Assistant in the development of ASQ:SE and as a co-author on theAges & Stages Learning Activities. Ms. Twombly trains early childhood professionals nationwide from fields such as early intervention, child care, and public health on the development of screening systems in home-visiting, center-based and medical settings. Ms. Twombly trains on the use of ASQ-3™ and ASQ:SE as tools to screen and monitor general development and social-emotional development in children from the ages of birth to 6 years. She has a master's degree in early intervention from the University of Oregon.