form

1. Ages & Stages Questionnaires:
Social-Emotional
A Screening Tool for Identifying Social-Emotional
Difficulties in Young Children

2. What is the ASQ system?
 Parent/caregiver completed screening tools
 Series of questionnaires for children 3
months to 5 years
 Identifies children in need of further
assessment due to potential developmental
(ASQ) or social-emotional delay (ASQ:SE)
 Facilitates parent involvement

3. Incidence of Children Identified as
Having a Disability by Age
Infants: 2.4%
Preschool-age: 5.8%
School-age: 11.6%
Source: http://www.ideadata.org, 2005.

4. Detection rates without tools
Without tools With tools
30% of developmental disabilities
identified
(Palfrey et. al.JPEDS 1994;111:651-655)
70-80% with developmental
disabilities correctly identified
(Squires et al., JDBP 1996; 17:420-427

5. A Two Component Approach
ASQ
 Communication
 Gross Motor
 Fine Motor
 Problems solving
 Personal-Social
ASQ:SE
 Social-Emotional Development

6. Reliability and Validity
ASQ ASQSE
Investigated with 15138 children
among US population
Reliability
- Test retest: 0.92
- Inter-raters: 0.93
Validity : 0.82 to 0.88
Investigated with more than 14074
children among US population.
Reliability
- Test retest: .89
- Internal consistency: .84
Validity
- .83

7. Uses of ASQ:SE
 A screening tool to help guide decisions
about referrals for further assessment
 Monitor child’s social-emotional development
 Determine information/support services
families may need
 Facilitate communication between parents
and professionals about a child’s behavior

8. Social-Emotional Research
 Links exist between earliest emotional development and later
social behavior (Cicchetti & Cohen, 1995a, 1995b; Reynolds et al., 2001).
 Behaviors, even in infancy, signal the need for intervention (Shonkoff
& Phillips, 2000).
 Links exist between early risk factors, poor outcomes, and
violence (Conroy & Brown, 2004).
 By third grade, programs for children with antisocial behavior are
mostly ineffective (Greenberg et al., 2003; Walker, 2004).

9. References
 Cicchetti, D., & Cohen, D. (Eds.). (1995a). Developmental psychopathology: Risk, disorder, and adaptation (Vol. 3).
New York: Wiley.
 Cicchetti, D., & Cohen, D. (Eds.). (1995b). Developmental psychopathology: Theory and method (Vol. 1). New York:
Wiley.
 Conroy, M.A., & Brown, W.H. (2004, May). Early identification, prevention, and early intervention with young children
at risk for emotional or behavioral disorders: Issues, trends, and a call for action. Behavioral Disorders, 29(3), 224–
236. http://www.ccbd.net/behavioraldisorders/index.cfm
 Greenberg, M.T., Weissberg, R.P., O'Brien, M.U., Zins, J.E., Fredericks, L., Resnik, H., et al. (2003, June).
Enhancing school-based prevention and youth development through coordinated social, emotional, and academic
learning. American Psychologist, 58(6–7), 466–474. http://www.apa.org/journals/amp.html
 Reynolds, A.J., Temple, J.A., Robertson, D.L., & Mann, E.A. (2001, May). Long-term effects of an early childhood
intervention on educational achievement and juvenile arrest: A 15-year follow-up of low-income children in public
schools. JAMA: Journal of the American Medical Association, 285(18), 2339–2346. http://jama.ama-assn.org
 Walker, H.M. (2004). Commentary: Use of evidence-based intervention in schools: Where we've been, where we are,
and where we need to go. School Psychology Review, 33(3), 398–407.