We live and work in an increasingly diverse world and the screening tools we use must effectively measure the development of children from different cultural and linguistic backgrounds. Join this free webinar to learn best practices and strategies for using the Ages & Stages Questionnaires® (ASQ) with diverse families.
The presentation will cover considerations for working with families from diverse backgrounds for the following steps in the screening process:
• Meeting with parents and introducing screening (including tips for working with translators)
• Administering screening tools (ASQ-3™ & ASQ:SE)
• Communicating results with families
• Determining appropriate follow-up
• Making community referrals
42. ASQ-3™ & ASQ:SE
Training Institute
June 5-7, 2013
Hyatt Regency Grand Cypress
Orlando, Florida
Register:
www.brookespublishing.com/asq-institute/
1-800-638-3775
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Describe purpose of training for specific audience.
Parent/Caregiver completed. All of the research on the ASQ was conducted with a primary caregiver completing the form, so we know little about how accurate results are if, for example, a childcare provider completes the tool. (For the ASQ:SE, caregivers need to have at least 20 hours of contact with the child during the week). Optional Activity: Ask Participants, "Why is it important to include parents in the screening process?”Possible answers include:Parents know children best, so are good sources of informationParents can learn about child developmentParents are seen as the expert, which can be empoweringIncludes parents as part of the teamFacilitates communication between provider and parent regarding child’s development
Parent/Caregiver completed. All of the research on the ASQ was conducted with a primary caregiver completing the form, so we know little about how accurate results are if, for example, a childcare provider completes the tool. (For the ASQ:SE, caregivers need to have at least 20 hours of contact with the child during the week). Optional Activity: Ask Participants, "Why is it important to include parents in the screening process?”Possible answers include:Parents know children best, so are good sources of informationParents can learn about child developmentParents are seen as the expert, which can be empoweringIncludes parents as part of the teamFacilitates communication between provider and parent regarding child’s development
Review slide.ASQ-3 covers 5 Domains of Development. Explain that ASQ:SE was developed as a companion tool toASQ in order to address the need for age-appropriate tools to monitor very young children’s behavior and address parental concerns.
Exercise: Materials: Overhead projector w/transparency paper & marker or flipchart pad & markers1) Ask participants to identify what types of screening tools they have used in their agencies.2) Ask participants to identify 1 word that typifies screening. Write these words down and discuss screening using those words. (Examples: funnel, sand sifter, snapshot)Also, remind participants (see slide "ASQ and ASQ:SE Development") that ASQ and ASQ:SE items are not to be used as targets for intervention or for goals/objectives. The results can let you know, however, what development domain or behavioral area to focus interventions efforts on. Examples of Screening tools:The Ages & Stages Questionnaires® (ASQ) , DIAL-3, Early Screening Inventory (ESI), Revised Developmental Screening Inventory (RDSI), Parent’s Evaluation of Developmental Status (PEDS).Examples of SE Screening Tools: Temperament and Behavior Scales (TABS), BITSEA (Brief Infant/Toddler Social-Emotional Assessment), Devereux Early Childhood Assessment (DECA)Developmental screening similar in theory to health screenings such as a quick hearing or vision screen.
Culture can affect the developmental expectations of parents as well as the type and quantity of opportunities that children are provided to practice certain skills. It is important to take this into consideration when interpreting questionable results. The normative sample was used to establish cut-off scores and will be mentioned later in the presentation in the Research section, but you could also mention it here. It is important to understand that while the normative sample includes children across races, the majority of children in the sample were Caucasian. Since culture is sometimes related to race, this could be a consideration when working with children who are not Caucasian.
Culture can affect the developmental expectations of parents as well as the type and quantity of opportunities that children are provided to practice certain skills. It is important to take this into consideration when interpreting questionable results. The normative sample was used to establish cut-off scores and will be mentioned later in the presentation in the Research section, but you could also mention it here. It is important to understand that while the normative sample includes children across races, the majority of children in the sample were Caucasian. Since culture is sometimes related to race, this could be a consideration when working with children who are not Caucasian.
What are cultural considerations for each step in the screening process?
Meeting with parents. What language does the family speak? Who should be at the meeting? What is appropriate in terms of meeting and greeting? What is appropriate dress? What are the possible customs of the family? Do you have an interpreter and a cultural broker to assist if necessary?Evidence-based practice indicates that support for the family’s home language is:Is crucial to the development of social, emotional, cognitive and language skills and academic successIs crucial to the developing self-esteem of the child.Leads to greater success in acquiring other languages and academic successPromotes more complex thought, conceptual development and critical thinking skills.What are cultural considerations for each step in the screening process?Either debrief this slide with entire group or can do in small groups (see Activity below).Examples of issues or considerations include:Meeting with parents. What language does the family speak? Who should be at the meeting? What is appropriate in terms of meeting and greeting? What is appropriate dress? What are the possible customs of the family? Do you have an interpreter and a cultural broker to assist if necessary?Administering the Screening Tool. Is there a translated version of the screening tool? Is an interpreter or cultural broker available? Are certain materials or activities not encouraged or valued in this culture?Communicating Results/Follow-up suggestions in the home. What are appropriate follow-up suggestions? In some cultures, a mother "playing" with her child may not seem appropriate. One on one time with his/her child may not reflect their parenting practice. Making community referrals. Is the receiving agency ready for the family (i.e., Do they have interpreters, cultural brokers, etc?). Is the family in agreement that a referral is necessary? Activity: Provide Handout "Cultural Considerations in Screening" and break into small groups. Have groups brainstorm what issues may arise, what information or questions you may need to ask (of the caregivers or community agencies) in order to ensure as high a level of cultural sensitivity in the screening process as possible.
Either debrief this slide with entire group or can do in small groups (see Activity below).Administering the Screening Tool. Is there a translated or adapted version of the screening tool? Is an interpreter or cultural broker available? Are certain materials or activities not encouraged or valued in this culture?These are all activities/materials you will find on the ASQ. Discuss how cultural values and parenting practices may impact a child’s performance on these different activities.Examples of issues that may arise:Feeding/Dressing: Some cultures feed and dress their babies much longer than "western" cultures and do not encourage self-feeding or children dressing themselves.Reading/Writing: Some cultures have strong oral traditions; writing may not be emphasized, especially at very young ages...may also be considered a safety issue.Playing with Toys: Some cultures place a high value on socializing and may not encourage solitary play with toys.Sports: Some cultures may have strong gender roles and not allow or encourage girls to participate in sport-type activities.Excerpts from: Cross-Cultural Lessons: Early Childhood Developmental Screening and Approaches to Research and Practice. Community-University Partnership for the Study of Children, Youth, and Families. Edmonton, Alberta, Canada.
Communicating Results/Follow-up suggestions in the home. What are appropriate follow-up suggestions? In some cultures, a mother "playing" with her child may not seem appropriate. One on one time with his/her child may not reflect their parenting practice.
Possible questions may be: How is the family feeling about the child’s development at this point in time?Do they have concerns?What are the next steps they would like to take, and how can the provider support them?Make sure to build from child and family strengths and explore concerns in areas where there are low scores.
Handout: "Comfort Levels with Parenting Practices"Activity: Have participants complete independently, then compare with another participant or in small groups. Have participants discuss different viewpoints. This activity is a good example of coming to some personal awareness about feelings participants have, and how they may differ from person to person or across different cultural groups.This can be an interesting exercise to have participants examine their preconceived view of what behaviors are socially appropriate, what parenting practices are appropriate, and what interventions are appropriate, and how our personal "culture" impacts those views.
Instruct participants to form small groups and together discuss Andrew’s ASQ-3. Participants should generate ideas and questions regarding:Further information they would like to have regarding Andrew and VickyIdeas for possible activities that can be done in a home environment as well as potential referral sources available in their communityDebrief the activity focusing on:CommunicationFine Motor and Problem SolvingSee: "16-Month ASQ Scoring Exercise for Andrew" in Trainer’s Materials
Instruct participants to form small groups and together discuss Andrew’s ASQ-3. Participants should generate ideas and questions regarding:Further information they would like to have regarding Andrew and VickyIdeas for possible activities that can be done in a home environment as well as potential referral sources available in their communityDebrief the activity focusing on:CommunicationFine Motor and Problem SolvingSee: "16-Month ASQ Scoring Exercise for Andrew" in Trainer’s Materials
See notes on slide 10.
Korean Study:Heo, K., Squires, J., & Yovanoff, P. (2008) French-Canadian Study: Dionne, C., Squires, J., & Leclerc, D. (2004)Chinese Study:Bian, et al. (in preparation)Chilean Study: Cordero, M. (in preparation)Norwegian Study:Janson, H., & Squires, J. (2004)
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