GSRP TRAINING FOR HELP ME GROW WEXFORD-MISSAUKEE AND MANISTEE COUNTY

Important: Double-click the audio icon to hear audio for each slide.

Understand what the ASQ is & why it is important

Overview of Goals

Learn how to follow-up on screenings

Familiarize users with the Brookes Online System

Self-Paced Training Documentation

Ages and Stages Questionnaire

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This screening tool has been adopted by the WMISD and MISD Early Childhood Leadership Team to meet the requirements of the GSRP and Head Start Legislation for a common screening tool.

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It is to be used by all preschools in the WMISD and MISD area.

Local Superintendents, NEMCSA and NMCAA have approved this tool.

True or False Pre-Test

• The results of the ASQ-3 determine a child's eligibility for special education.
• The ASQ-3 looks at the following areas of a child's development: Communication, Fine Motor, Gross Motor, Personal-Social, and Problem Solving.
• Only an early childhood professional can complete an ASQ.
• A parent should only receive the results of the ASQ if there is a concern.
• When reviewing the results of an ASQ you should always look at the open-ended responses to ensure a full picture of a child's development.

Screening Matters

children affected by developmental, learning disorders, and behavioral and social-emotional problems

20%

of those children are identified before school begins

70%

of children who would benefit from early interventions are missed when we rely solely on clinical judgment

The ASQ-3 is designed to identify children who may need further evaluation to determine if they have a condition or developmental delay that will make it difficult to access the preschool curriculum. By screening all GSRP children within the first 14 days of enrollment, teachers and their ECS can see early in the school year which children may need more support within the classroom or further evaluation.

Why do a developmental screening?

What it is not:

The ASQ-3 is NOT meant to diagnose any developmental delay or disability. It is NOT meant to be used to determine a child’s readiness for preschool or kindergarten. It is NOT meant to be used to make high stakes decisions about a child’s placement in a program or eligibility for special education services.

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• Not an assessment; not used to diagnose

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• Quick snapshot to check a child's development

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• Developed by research

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• Parent report is valid and reliable

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The ASQ is a screening tool

ASQ-3

ASQ: SE-2

Communication

Fine Motor

Gross Motor

Personal Social

Problem Solving

Autonomy

Compliance

Adaptive Functioning

Self Regulation

Affect

Interaction

Social-Communication

What do you notice about the ASQ questions?

ASQ-3 42 Month

ASQ-3 48 Month

ASQ-3 54 Month

ASQ-3 60 Month

What do you notice about the ASQ-3 Questions?

Most can be completed with recollection

It would be challenging to complete without parent at this point

Some questions will have to be asked like a game

You may have to set up some play opportunities

What do you notice about the ASQ: SE-2 Questions?

Almost all can be completed with recollection

It would be challenging to complete without parent at this point

Some questions will have to be asked like a game

Opportunity to mark "This is an Area of Concern"

Administering the ASQ

WHO

• Anyone who regularly spends 20+ hours with a child
• Parent, grandparent, caregiver, teacher, etc.

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HOW

• Make observations in child's natural environment
• Bring materials if you need to set up activity for play
• Do not make it feel like a test

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WHAT

• Use a phone or tablet for easy online entry
• Paper copy can be used and later entered online
• Takes about 10-15 minutes

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Materials List

Materials Adaptation Guide

When to do an ASQ

ASQ-3

ASQ: SE-2

• On the initial home visit
• Must be completed within 2 weeks of enrollment in GSRP
• Give link as part of the enrollment paperwork
• Required for all GSRP students

• Not for every child in your care
• When there is a concern about a child's behavior
• If there is a low personal-social score on the ASQ-3
• Important: all SEs MUST have an ASQ-3 to accompany them

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Link to Age Calculator

ASQs on the GSRP Home Visit

Introduce the ASQ Screener

Parent completes on device using family access link or on paper form.

Engage with child while parent filling out

10-15 minutes to complete

Explain answer choices, especially "Sometimes"

Let parent know how you will give them the results.

Typical: Results at parent-teacher conference

Concern: Teacher will reach out

Many questions parents will know the answers to

Be prepared to set up play opportunities for certain questions.

Benefits to your GSRP Classroom

Identify areas of needed support

3

4

2

Foster a positive relationship with families

Convenient and easy

Data can be used to support initial GOLD anecdotes and assessments

Benefits for Families

ROADMAP FOR DEVELOPMENT

EARLY IDENTIFICATION

TIMELY INTERVENTION

Interpreting the Results

White Area: Typical

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Light Gray: Monitoring

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Dark Gray: Referral

Wex-Miss Next Steps

Manistee Next Steps

Overall Responses

Even if a child is typically developing, always check the comments section to find more context.

Sometimes the parent adds something here that is relevant and changes your follow up actions.

• Talk with parent(s) and share the results at parent teacher conferences

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• Provide "Colorful Bubble" Activities found in GSRP ASQ Documents folder

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Typically Developing

• Talk with parent(s) and share the results at parent teacher conferences

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• Provide Focused Intervention Activities for home and the classroom found in GSRP ASQ Documents folder

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• Monitor child's development in those areas

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• Talk with your ECS if there are concerns.

Monitoring

Talk with parent(s) and share the results letting them know you will:

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• Work with child for 8-10 weeks to ensure exposure to curriculum and classroom environment

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• Based on what you have observed about this student in the first 8-10 weeks, talk with your ECS & Admin and decide if a referral is needed

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• If there are red flags, with parent permission, make a referral to the preschool evaluation team.

Referral

• Remember that you are advocating for your students & that knowledge can be empowering for families

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• Emphasize the importance/effectiveness of early intervention

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• Make sure parents understand their options

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• Be specific about what the child can do and what you and the family can do to work on areas of concern.

Empowering Families

• Start with open-ended questions to elicit the family's thoughts, ideas, concerns, and/or questions:
• How did it feel filling out the ASQ?
• Were there any questions that surprised you?
• How are things going with [child]?

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• Use the sandwich approach

Tips for talking with parents

Top “Bun” (+): Claire seems to enjoy circle time because she is attentive and smiling.

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“Meat” (-): When we look at her ASQ scores, one area of concern is communication. We’ve noticed she doesn’t use words to communicate her needs, but rather points. This tells us that further evaluation is needed so we would recommend a referral.

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Bottom “Bun” (+): When given a task verbally, Claire is able to follow directions. Her receptive language seems strong, but we will continue to support her expressive language.

Example: Low Communication

• Creating a child profile
• Enter a screening
• Review screening results
• Print screening summary
• Print full screening
• Add follow-up actions
• Family access
• Managing alerts
• Printing blank screenings and other documents
• Reports

Navigating the Brookes Online System

True or False Post-Test

• The results of the ASQ-3 determine a child's eligibility for special education.
• The ASQ-3 looks at the following areas of a child's development: Communication, Fine Motor, Gross Motor, Personal-Social, and Problem Solving.
• Only an early childhood professional can complete an ASQ.
• A parent should only receive the results of the ASQ if there is a concern.
• When reviewing the results of an ASQ you should always look at the open-ended responses to ensure a full picture of a child's development.

*These materials were developed under a grant awarded by the Michigan Department of Lifelong Education, Advancement, and Potential.

If you have any questions about any of the content of this training, please don’t hesitate to ask! You can email me at aaronson@wmisd.org. Thank you!