We value your privacy We use cookies to enhance your browsing experience, serve personalised ads or content, and analyse our traffic. By clicking "Accept All", you consent to our use of cookies. CustomiseReject AllAccept All Powered by [Visit CookieYes website](https://www.cookieyes.com/product/cookie-consent/?ref=cypbcyb&utm_source=cookie-banner&utm_medium=fl-branding) Customise Consent Preferences We use cookies to help you navigate efficiently and perform certain functions. You will find detailed information about all cookies under each consent category below. The cookies that are categorised as "Necessary" are stored on your browser as they are essential for enabling the basic functionalities of the site. ... Show more NecessaryAlways Active Necessary cookies are required to enable the basic features of this site, such as providing secure log-in or adjusting your consent preferences. These cookies do not store any personally identifiable data. - Cookie rc::a - Duration Never Expires - Description This cookie is set by the Google recaptcha service to identify bots to protect the website against malicious spam attacks. - Cookie wpEmojiSettingsSupports - Duration session - Description WordPress sets this cookie when a user interacts with emojis on a WordPress site. It helps determine if the user's browser can display emojis properly. - Cookie rc::c - Duration session - Description This cookie is set by the Google recaptcha service to identify bots to protect the website against malicious spam attacks. - Cookie VISITOR\_PRIVACY\_METADATA - Duration 6 months - Description YouTube sets this cookie to store the user's cookie consent state for the current domain. - Cookie cookieyes-consent - Duration 1 year - Description CookieYes sets this cookie to remember users' consent preferences so that their preferences are respected on subsequent visits to this site. It does not collect or store any personal information about the site visitors. - Cookie wordpress\_test\_cookie - Duration session - Description WordPress sets this cookie to determine whether cookies are enabled on the users' browsers. Functional Functional cookies help perform certain functionalities like sharing the content of the website on social media platforms, collecting feedback, and other third-party features. - Cookie VISITOR\_INFO1\_LIVE - Duration 6 months - Description A cookie set by YouTube to measure bandwidth that determines whether the user gets the new or old player interface. - Cookie yt-remote-connected-devices - Duration Never Expires - Description YouTube sets this cookie to store the user's video preferences using embedded YouTube videos. - Cookie ytidb::LAST\_RESULT\_ENTRY\_KEY - Duration Never Expires - Description The cookie ytidb::LAST\_RESULT\_ENTRY\_KEY is used by YouTube to store the last search result entry that was clicked by the user. This information is used to improve the user experience by providing more relevant search results in the future. - Cookie yt-remote-device-id - Duration Never Expires - Description YouTube sets this cookie to store the user's video preferences using embedded YouTube videos. - Cookie yt-remote-session-name - Duration session - Description The yt-remote-session-name cookie is used by YouTube to store the user's video player preferences using embedded YouTube video. - Cookie yt-remote-fast-check-period - Duration session - Description The yt-remote-fast-check-period cookie is used by YouTube to store the user's video player preferences for embedded YouTube videos. - Cookie yt-remote-session-app - Duration session - Description The yt-remote-session-app cookie is used by YouTube to store user preferences and information about the interface of the embedded YouTube video player. - Cookie yt-remote-cast-available - Duration session - Description The yt-remote-cast-available cookie is used to store the user's preferences regarding whether casting is available on their YouTube video player. - Cookie yt-remote-cast-installed - Duration session - Description The yt-remote-cast-installed cookie is used to store the user's video player preferences using embedded YouTube video. Analytics Analytical cookies are used to understand how visitors interact with the website. These cookies help provide information on metrics such as the number of visitors, bounce rate, traffic source, etc. - Cookie \_ga - Duration 1 year 1 month 4 days - Description Google Analytics sets this cookie to calculate visitor, session and campaign data and track site usage for the site's analytics report. The cookie stores information anonymously and assigns a randomly generated number to recognise unique visitors. - Cookie \_gid - Duration 1 day - Description Google Analytics sets this cookie to store information on how visitors use a website while also creating an analytics report of the website's performance. Some of the collected data includes the number of visitors, their source, and the pages they visit anonymously. - Cookie \_hjSessionUser\_\* - Duration 1 year - Description Hotjar sets this cookie to ensure data from subsequent visits to the same site is attributed to the same user ID, which persists in the Hotjar User ID, which is unique to that site. - Cookie \_hjSession\_\* - Duration 1 hour - Description - Cookie \_ga\_\* - Duration 1 year 1 month 4 days - Description Google Analytics sets this cookie to store and count page views. - Cookie YSC - Duration session - Description YSC cookie is set by Youtube and is used to track the views of embedded videos on Youtube pages. Performance Performance cookies are used to understand and analyse the key performance indexes of the website which helps in delivering a better user experience for the visitors. - Cookie \_gat - Duration 1 minute - Description Google Universal Analytics sets this cookie to restrain request rate and thus limit data collection on high-traffic sites. Advertisement Advertisement cookies are used to provide visitors with customised advertisements based on the pages you visited previously and to analyse the effectiveness of the ad campaigns. - Cookie \_\_Secure-YEC - Duration past - Description YouTube sets this cookie to stores the user's video player preferences using embedded YouTube video - Cookie \_\_Secure-YNID - Duration 6 months - Description Google cookie used to protect user security and prevent fraud, especially during the login process. - Cookie \_\_Secure-ROLLOUT\_TOKEN - Duration 6 months - Description YouTube sets this cookie to manage feature rollout and experimentation. It helps Google control which new features or interface changes are shown to users as part of testing and staged rollouts, ensuring consistent experience for a given user during an experiment. Uncategorised Other uncategorised cookies are those that are being analysed and have not been classified into a category as yet. No cookies to display. Reject AllSave My PreferencesAccept All Powered by [Visit CookieYes website](https://www.cookieyes.com/product/cookie-consent/?ref=cypbcyb&utm_source=cookie-banner&utm_medium=sl-branding) # Prepare before you share ASQ screening results ### **Tips and resources for more productive parent meetings** There’s plenty you can do to make your meetings productive The ASQ **®**-3 or ASQ **®**:SE-2 questionnaire is complete. You’ve reviewed the answers and calculated the score. Now it’s time to discuss results with parents. Many providers report that this last part—discussing results with families—is often difficult, particularly if the child’s score is in the monitoring zone or indicates that the child requires a referral (below the cutoff for ASQ-3, or above the cutoff for ASQ:SE-2). It can be difficult for parents or caregivers to hear that their child may need a referral or intervention, and they may have concerns. Even when a child’s results are typical, parents are likely to have questions. **_To make these meetings go smoothly, the best thing you can do is come fully prepared to be the calming, supportive, resourceful presence all parents need._** | | | --- | | **Q&A**
Parent: But he’s so young!
_Y_ _ou: Yes, he is still very young—but one thing that research has shown is that these first five years are when the brain develops the majority of neurons (pathways in the brain), and is most open to learning. It is one of the very best times to support your child’s development!_ | ## **Before the meeting** **Follow up quickly** Be timely. Review and score the completed ASQ-3 or ASQ:SE-2 questionnaire shortly after it’s completed, then follow up with the family as soon as possible to arrange a parent meeting. **Consider cultural or language issues** Depending on the family’s home language, you may want to involve an interpreter. Also, determine which family members should be at the meeting; such as grandparents or cousins. **Be mindful of confidentiality** Suggest a private, comfortable place to meet, and tell the family that the child’s results, and your discussion, will remain confidential. **Refresh your skills** It can be helpful to occasionally revisit ASQ **®** training materials, especially if you have found parent meetings challenging, or if you haven’t conducted one in a while. | | | --- | | **Q&A**
Parent: I’m not worried. His doctor said he was doing fine and said he would catch up.
_Y_ _ou: It’s good to know his doctor feels he is healthy and doing well. One thing to keep in mind is that doctors do not spend much time with your child. It is hard for them to closely look at a child’s development. You know your child best and have shared your observations on the ASQ. What about making an appointment to share these ASQ results with your doctor?_ | - Try practicing with team members by [_acting out the provider, parent/caregiver and observer roles_](https://agesandstages.com/wp-content/uploads/2017/08/Discussing-ASQ-3-Results-with-Caregivers-Activity.pdf). Prepare for common parent questions with the Q&As listed throughout the article. - Revisit your User’s Guide for additional information on communicating results with families _(p. 103 of the [ASQ:SE-2 User’s Guide](http://products.brookespublishing.com/ASQSE-2-Users-Guide-P851.aspx), and p. 77 of the [ASQ-3 User’s Guide](http://products.brookespublishing.com/ASQ-3-Users-Guide-P571.aspx))_ - Refer to these quick tip sheets: [Sharing Screening Results with Families](https://agesandstages.com/free-resources/resources/#/keyword=discuss&type=34) **Know your referral options** Make sure you’re well versed on what kinds of follow-up or referrals you’ll need to make in different scenarios. The type of support you’ll offer will depend on scores; parents’ specific concerns; and environmental, health, and cultural factors that may have influenced the results. Know the contact information for your local Early Intervention and Early Childhood Special Education programs; have brochures or printed handouts available to share with parents who have concerns. ## **During the meeting** **Take notes on a parent conference sheet** To help focus the conversation and keep track of goals, strengths, concerns, and follow-up actions, a [parent conference sheet](https://agesandstages.com/free-resources/resources/#/keyword=conference&type=32) can be helpful. ASQ-3 parent conference sheets are available in [English](https://agesandstages.com/resource/asq-3-parent-conference-sheet/), [Spanish](https://agesandstages.com/resource/formulario-para-la-reunion-con-los-padres/), [Arabic](https://agesandstages.com/resource/asq-3-parent-conference-sheet-arabic/), Chinese ( [Traditional](https://agesandstages.com/resource/asq-3-parent-conference-sheet-traditional-chinese/) & [Simplified](https://agesandstages.com/resource/asq-3-parent-conference-sheet-simplified-chinese/)), [French](https://agesandstages.com/resource/asq-3-fiche-rencontre-avec-le-parent/), and [Vietnamese](https://agesandstages.com/resource/asq-3-parent-conference-sheet-vietnamese/). ASQ:SE-2 parent conference sheets are available in [English](https://agesandstages.com/resource/asqse-2-parent-conference-sheet/), [Spanish](https://agesandstages.com/resource/asqse-2-parent-conference-sheet-spanish/), and [French](https://agesandstages.com/resource/asqse-2-parent-conference-sheet-in-french/). | | | --- | | **Q&A**
Parent: I’m not sending my child to special education.
_You: I understand your concern. This decision is completely up to you. I’d like you to know early intervention often prevents children from needing special education in school. But, we really don’t know what is going on yet. Your child may have a health issue that is making it hard for him in this area. The next step is only to get more information from developmental specialists and your child’s doctor. Would that be okay?_ | **Begin the meeting by celebrating the child** Parents want to know you value and care about their child. Share what you appreciate about the child, such as positive attributes or child strengths or interests you’ve observed during your time with them. **Restate the purpose of screening** Make sure parents know that screening is a service you offer to all families, that it’s a quick look to see if development is on schedule, and that the results inform you and them about their child’s strengths, as well as areas that may benefit from follow-up in school or at home. **Review the completed questionnaire and be positive** Start with strengths and speak positively, considering the whole child and the qualities that make him or her special. _ASQ-3_ - Review and celebrate skills marked “Yes.” - Notice skills that were marked “Sometimes.” Remind parents that “sometimes” means the child is just beginning to demonstrate a skill and delight with them at their child’s new attempts. - Review items marked “Not Yet” and discuss any parent concerns. Gather more information from the parent about what they may have tried or observed. - If relevant, discuss factors that may have impacted the child’s performance: opportunity to practice skills, the child’s health (e.g., hearing, vision), the family home, culture or language. _ASQ:SE-2_ - Review skills marked with a “Z.” These are social-emotional strengths. - Review 10 or 15-point items and discuss items of concern. - If scores are high or there are concerns, discuss factors that may be affecting the child’s behavior: setting/time, health, development, family/culture variables, stress or trauma. | | | --- | | **Q&A**
Parent: How do I make a referral?
_Y_ _ou: All you need to do is call. I have the number right here. Heather is the person you can talk to…I’ve met her and she’s really helpful. We can call her right now._ | **Review results together, and be clear with language** As you share the Information Summary Page, avoid terms such as _pass_, _fail_ or _test_. When reviewing the bar graph, use terms such as _on-schedule_, _monitor_, and _below_ _or_ _above the_ _cutoff_. **Address concerns as they come up** Listen to the parent’s concerns, share your own specific concerns, and encourage discussion. Approach the situation with curiosity and a desire to help the parent make informed decisions. - Recognize concerns already presented by the parent on the questionnaire. _“Based on your observations, it looks like you might like to get more information about your child’s communication skills.”_ - Address all parent concerns. If a parent reports a concern during conversation or on the questionnaire—even if it isn’t reflected in the scores—be sure to follow up, whether you’re simply providing additional information or a referral. - Restate factors to consider. _“There are a lot of factors that might impact your child’s development. For example, if a child is not hearing well, his communication skills (and behavior) may not develop as we would expect. What these results suggest is that it would be good to get more information to understand what might be going on.”_ | | | --- | | **Q&A**
Parent: What are they (Early Intervention) going to do?
_You: It’s a family-friendly organization. After you call, they’ll schedule a time to meet. They have specialists who can discuss your concerns and take a more in-depth look at her development. If they identify an area where your child can use more support, you’ll work together to create a plan and set goals. They offer free services, such as speech therapy._ | - Think about where the parent is in this process. If they are expressing concerns, they may be ready to refer. If they are not concerned or if this is all new information, parents may need more time. **Provide information and address parent questions, if necessary** Help parents take next steps. Be ready with referral contacts to local programs such as early intervention, early childhood special education, parenting education, parenting support and behavioral health programs. If referrals aren’t needed, discuss whether and when a follow-up screening should be performed. **Remember, follow the parent’s lead** If parents are not ready to discuss referral as a next step, stay calm. Even if parents express big feelings or no feelings at all, your role is to support, guide, and inform parents about resources. Follow the parent’s lead. If they aren’t ready, you can continue to aid the development or positive behavior of the child by supporting parents in the home, or the child in a caregiving setting. **Share learning activities parents and children can do at home** Whether a child’s scores are typical, or in monitoring or referral zones, you can offer support by sharing activities that families can do on their own. Two great resources to try: | | | --- | | **Q&A**
Parent: Have you got any ideas for things I can do to help my child at home?
_You: Yes, let’s look at the ASQ learning activities together and see which ones would be fun for you to try._ | - [_ASQ-3 Learning Activities_](http://products.brookespublishing.com/ASQ-3-Learning-Activities-P624.aspx) encourage progress in the same five developmental areas screened using the tool. - [_ASQ:SE-2 Learning Activities & More_](http://products.brookespublishing.com/ASQSE-2-Learning-Activities-More-P1028.aspx) complements the screener with more than 90 activities that promote adult–child interaction and key social-emotional skills. ## **Additional information** For more in-depth guidance on preparing for parent meetings and sharing results during the meetings, check out the article [“Success after screening”](https://agesandstages.com/free-resources/articles/success-screening/) and refer to p. 103 of the [ASQ:SE-2 User’s Guide](http://products.brookespublishing.com/ASQSE-2-Users-Guide-P851.aspx) and p. 77 of the [ASQ-3 User’s Guide](http://products.brookespublishing.com/ASQ-3-Users-Guide-P571.aspx). _Originally published: August 2017_ [Download a print-friendly PDF](https://agesandstages.com/wp-content/uploads/2018/01/Prepare-before-you-share-ASQ-screening-results.pdf) - #### What ASQ Users are Saying “What I love about the ASQ is that it allows our staff to catch delays quickly and allows us to get our clients the early intervention programs that they sometimes need. **In many cases \[ASQ\] helps us catch children up before they start kindergarten, therefore providing children with the start that they deserve.**” Sharon Gee, Supervisor, Healthy Families Niagara - [Previous](https://agesandstages.com/free-resources/articles/prepare-share-asq-screening-results/#) - [Next](https://agesandstages.com/free-resources/articles/prepare-share-asq-screening-results/#) reCAPTCHA Recaptcha requires verification. [Privacy](https://www.google.com/intl/en/policies/privacy/) \- [Terms](https://www.google.com/intl/en/policies/terms/) protected by **reCAPTCHA** [Privacy](https://www.google.com/intl/en/policies/privacy/) \- [Terms](https://www.google.com/intl/en/policies/terms/)