This document provides an overview and instructions for administering the Ages and Stages Questionnaire, third edition (ASQ-3) developmental screening. It discusses the learning objectives, tips for administration, how to mark responses, examples of communication and problem-solving questions from the screening, how to score responses, and acknowledges the presenter. Additional early childhood provider training opportunities on developmental screening and other topics are also listed.

1. Early Childcare Provider Training
Nevada Act Early
Module 3: ASQ 3 Developmental Screening
NvLEND
Presenter- Dr Mario Gaspar-DeAlba
Developmental Behavioral Pediatrician
University of Nevada School of Medicine Las Vegas
Nevada Act Early

2. Participants will be able to:
• Properly prepare to administer the ASQ 3
• Administer the ASQ 3
• Identify when a child may have a developmental delay or an
area of concern
• Be able to score the ASQ 3
Learning Objectives

3. Tips for Administrating the ASQ 3
• Make sure the child is rested and fed.
• Administer the ASQ 3 like it is a fun game.
• Try each activity with the child before marking a response.
• Review all the questions before you administer the test.
• Gather all of the materials that you need before you start the
testing.

4. Marking Responses
• Yes means they do the task regularly without assistance. This
means that they have really mastered it.
• Sometimes means that they can do the activity some of the
time, but not consistently.
• Not Yet means they can’t do it all.

5. Videos
Watch the two videos of ASQ Screenings:
• Amelia
• Jayden

6. Communication Questions
• When you ask your child to point to his nose, eyes, feet, ears,
and so forth, does he correctly point to at least seven body
parts?(He can point to parts on himself, you, or a doll. Mark
“sometimes” if he correctly points to a least three body parts.)
• Does your child make sentences that are three or four long?
• Without giving your child help by pointing or using gestures,
ask her to “put the book on the table” and “put the shoe
under the chair.” Does your child carry out both of these
directions correctly?

7. Communication Questions…cont.
• When looking at a picture book, does your child tell you what
is happening or what action is taking place in the picture (for
example, “barking,” “running,” “eating,” or “crying”). You may
ask, “What is the dog (or boy) doing?”
• Show your child how a zipper on a coat moves up and down,
and say, “See, this goes up and down.” Put the zipper to the
middle, and ask your child to move the zipper up. Do this
several times, placing the zipper in the middle before asking
your child to move it up or down. Does you child consistently
move the zipper up when you say “up” and down when you
say “down”?

8. Communication Questions…cont.
• When you ask, “What is your name?” does your child say his
first name or nickname?

9. Problem Solving Questions
• When looking in the mirror, ask, “Where is ____?” (Use your
child’s name.) Does your child point to her image in the
mirror?
• While your child watches, line up four objects like blocks or
cars in a row. Does your child copy or imitate you and line up
four objects in a row (You can also use spools of thread, small
boxes, or other toys.)

10. Problem Solving Questions…cont.
• If your child wants something he cannot reach, does he find a
chair or box to stand on to reach it (for example, to get a toy
on a counter or to “help” you in the kitchen)?
• When you point to the figure and ask your child, “What is
this?” does your child say a word what means a person or
something similar? (Mark “yes” for responses like “snowman,”
“boy,” “man,” “girl,” “daddy,” “spacemen,” and “monkey.”)

11. Problem Solving Questions…cont.
• When you say, “Say’ seven three,’” does your child repeat just
the two numbers in the same order? Do not repeat the
numbers. If necessary try another pair of numbers and say,
“Say ‘eight two.’” (Your child must repeat just one series of
two numbers for you to answer “yes” to this question.)
• After your child draws a “picture,” even a simple scribble,
does she tell you what she drew? (You may say, “Tell me
about your picture,” or ask, “what is this?” to prompt her.)

12. Scoring
• If you mark Yes then put the score of 10 next to the question.
• If you mark Sometimes then put the score of 5 next to the
question.
• If you mark No then put the score of 0 next to the question
• Add all of the columns for the total score.

13. Scoring Cont…

14. Acknowledgements

15. Additional Training Opportunities
• Module 1- What is Autism?
• Module 2 - Developmental Screening (ASQ, CDC Milestones Booklet,
MCHAT); Regulations
• Module 3 - Additional Information Regarding Conducting Developmental
Screenings
• Module 4 - Referral and Diagnostic Process; Working with Parents
• Module 5 - Individual Family Service Plans; Individual Educational Plans
• Module 6 - Strategies for Inclusion
• Module 7 - Other Neurodevelopmental Disabilities
• Module 8 - Dealing with Challenging Behaviors