Ages & Stages Questionnaires (ASQ-3): (French) (Compact Disc)

ASQ®-3 Questionnaires are the most cost-effective, reliable way to screen young children for developmental delays in the first 5½ years of life. These 21 age-appropriate questionnaires in French (2, 4, 6, 8, 9, 10, 12, 14, 16, 18, 20, 22, 24, 27, 30, 33, 36, 42, 48, 54, and 60 months) effectively screen five key developmental areas: communication, gross motor, fine motor, problem solving, and personal-social.

Fast and easy to use, ASQ-3 Questionnaires take just 10–15 minutes for parents to complete and 2–3 minutes for professionals to score.

First, parents try each activity on the questionnaire with their child, checking the box that best describes what the child can do. Clear questions, illustrations, and tips help parents complete the questionnaires quickly and accurately. Professionals then record the scores, easily converting parent responses to numbers (Yes = 10, Sometimes = 5, Not Yet = 0). They copy the child's scores to a simple grid that gives an at-a-glance picture of current developmental skills:

• One or more scores in the grid's dark shaded zone indicate the child may need further assessment.
• Scores in the light shaded "monitoring" zone help identify children at risk. Professionals can give parents activities to help their child make progress in these areas before the next screening.
• Scores outside the shaded zones mean the child is doing well in these areas.

ASQ-3 French Questionnaires are provided as printable PDF master copies on CD-ROM. French translations of the What is ASQ-3? parent handout, parent conference sheet, and child monitoring sheet are also included.

The Questionnaires are part of ASQ-3, the bestselling screener trusted for more than 20 years to pinpoint delays as early as possible during the crucial first 5 years of life. Learn more about the complete ASQ-3 system, and discover ASQ®:SE-2, the screener that reliably identifies young children at risk for social or emotional difficulties.

Dr. Squires is Professor of Special Education, focusing on the field of early intervention/early childhood special education. She oversees research and outreach projects in the areas of developmental screening, implementation of screening systems, early identification of developmental delays, and the involvement of parents in monitoring their young children’s development.

She is lead author of the Ages & Stages Questionnaires®, Third Edition (ASQ®-3; with D. Bricker; Paul H. Brookes Publishing Co., 2009), Ages & Stages Questionnaires®: Social-Emotional, Second Edition (ASQ®:SE-2; with D. Bricker and E. Twombly; Paul H. Brookes Publishing Co., 2015), and the Social-Emotional Assessment/Evaluation Measure (SEAM™), Research Edition (with D. Bricker, M. Waddell, K. Funk, J. Clifford, & R. Hoselton; Paul H. Brookes Publishing Co., 2014).

She has authored or coauthored more than 90 books, chapters, assessments, videotapes, and articles on developmental screening and early childhood disabilities. In 2013, she coauthored the book Developmental Screening in Your Community: An Integrated Approach for Connecting Children with Services (Paul H. Brookes Publishing Co., 2013). Dr. Squires currently teaches doctoral-level courses in early intervention/special education and conducts research on comprehensive early identification and referral systems for preschool children.

Dr. Bricker served as Director of the Early Intervention Program at the Center on Human Development, University of Oregon, from 1978 to 2004. She was a professor of special education, focusing on the fields of early intervention and social-communication.

Her professional interests have addressed three major areas: early intervention service delivery approaches, curricula-based assessment and evaluation, and developmental-behavioral screening. Dr. Bricker's work in early intervention approaches has been summarized in two volumes: An Activity-Based Approach to Early Intervention, Fourth Edition (with J. Johnson & N. Rahn; Paul H. Brookes Publishing Co., 2015) and An Activity-Based Approach to Developing Young Children’s Social Emotional Competence (with J. Squires; Paul H. Brookes Publishing Co., 2007). Her work in curricula-based assessment/evaluation has focused on the development of the Assessment, Evaluation, and Programming System for Infants and Children, Second Edition (AEPS®; with B. Capt, K. Pretti- Frontczak, J. Johnson, K. Slentz, E. Straka, & M Waddell; Paul H. Brookes Publishing Co., 2004). This measure and curricula provides intervention personnel with a system for the comprehensive assessment of young children with results that link directly to curricular content and subsequent evaluation of child progress.

Dr. Bricker has been a primary author of the Ages & Stages Questionnaires® (ASQ®; with J. Squires; Paul H. Brookes Publishing Co., 1995, 1999, 2009) and directed research activities on the ASQ system starting in 1980. Developmental Screening in Your Community: An Integrated Approach for Connecting Children with Services (Bricker, Macy, Squires, & Marks; Paul H. Brookes Publishing Co., 2013) offers a comprehensive system for creating and operating community-wide developmental-behavioral screening programs for young children.

Dr. Bricker's distinctions include the Division of Early Childhood, Council for Exceptional Children Service to the Field Award, December 1992, and the Peabody College Distinguished Alumna Award, May 1995.

Liz Twombly, M.S., has been a member of the Ages & Stages Questionnaire (ASQ) team for the past 30 years. In this role, she takes part in the ongoing research and development for ASQ-3, a parent-completed developmental screening tool, as well as ASQ:SE-2, a parent-completed social-emotional screening tool.

Ms. Twombly is the lead author on the ASQ-3 and ASQ:SE-2 Learning Activities books, which provide follow-up to screening guidance to parents for how to support their child’s development within the home. She provides training and technical assistance on the use of these screening tools in diverse health, educational, and social service settings across the U.S. and internationally. Other areas of interest and research include systems of care for substance-exposed newborns, infant mental health, and family engagement in screening and early intervention services.

Robert E. Nickel, M.D., directs the Regional Services Center of the Child Development and Rehabilitation Center (CDRC), which is a major unit of Oregon Health Sciences University. The CDRC administers Title V services for children with special health care needs in Oregon, offers a variety of clinical services, and houses a research and training institute – the Oregon Institute on Disability and Development, which is a University Affiliated Program (UAP). The Eugene office of the CDRC is associated with the Center on Human Development, the UAP at the University of Oregon. Dr. Nickel completed fellowship training in developmental pediatrics at the University of Washington with Drs. Forrest C. Bennett and Jerry Sells. During this fellowship, he also worked regularly with Dr. David Shurtleff and the Birth Defects Clinic staff at Children's Hospital and Medical Center in Seattle. Since completing his fellowship in 1980, Dr. Nickel has worked as a developmental pediatrician for the CDRC. In addition, he has directed the Eugene office since 1990. He represents the CDRC on the State Interagency Coordinating Council for Early Intervention/Early Childhood Special Education in Oregon and is a past chair of the Committee on Children with Disabilities of the Oregon Pediatric Society. He is a past president and a current curriculum committee member of the Northwest Society for Developmental and Behavioral Pediatrics. Dr. Nickel has written and lectured widely on the early identification of children with disabilities in the primary care office. He collaborated with Diane Bricker and Jane Squires in the development of Ages & Stages Questionnaires®: A Parent-Completed, Child-Monitoring System (Paul H. Brookes Publishing Co., 1999) and developed the Infant Motor Screen. In addition, he has presented numerous workshops on caring for children with disabilities and chronic conditions in the primary care office and on improving the collaboration of health professionals with education staff and other community service providers.

Dr. Jantina Clifford is an active member of the Ages & Stages International Research (ASIR) group and is a co-author of the Ages & Stages Questionnaires®, Third Edition (ASQ®-3), as well as the Social-Emotional Assessment/Evaluation Measure (SEAM™), Research Edition. In addition, Dr. Clifford was involved in the development of the Ages & Stages Questionnaires®: Social-Emotional, Second Edition (ASQ®:SE-2), and is currently involved in the development of the fourth edition of ASQ (ASQ®-4). Dr. Clifford is the primary developer of an experimental measure based on a compilation of items from the 21 ASQ intervals designed to be used for evaluation purposes, known as the Ages & Stages Questionnaires®:Extended. In addition to her work with ASIR, Dr. Clifford provides training nationally and internationally on the ASQ-3, ASQ:SE-2, and SEAM.
Dr. Clifford previously served on the faculty at the University of Oregon Early Intervention Program for 15 years, where she coordinated the master’s and licensure programs in early intervention/early childhood special education and taught graduate courses. Dr. Clifford’s research activities have focused on the development and evaluation of assessment tools with the goal of assisting in the identification of young children with disabilities or in need of developmental support, programming content to guide intervention efforts, and evaluation of effectiveness of intervention efforts. She has also been involved in the development of an intervention addressed at supporting the social and emotional development of young children in the context of their families and caregivers. Prior to her academic career, Dr. Clifford served as an early childhood educator for 8 years.

Ms. Murphy has coordinated several research studies involving both the Ages & Stages Questionnaires® (ASQ®) and the Ages & Stages Questionnaires®: Social-Emotional (ASQ®:SE), including data recruitment, collection, and analyses for the renorming studies of Ages & Stages Questionnaires®: Social-Emotional, Second Edition (ASQ®:SE-2; Squires, Bricker, & Twombly; Paul H. Brookes Publishing Co., 2015)), and Ages & Stages Questionnaires®, Third Edition (ASQ®-3; Squires & Bricker; Paul H. Brookes Publishing Co., 2009).

She also contributes to related ASQ materials and serves as the web content editor/coordinator for the research site designed for national ASQ and ASQ:SE data collection.

She currently serves as Project Coordinator for the Oregon Screening Project, developing and operating its research web site. Ms. Murphy also works as part of a team providing statewide trainings and developing a universal system of screening and referral for families with young children in the state of Oregon.

Mr. Hoselton received a bachelor of science degree in computer science from the University of Oregon in 2004. He has been involved in several research studies on the Ages & Stages Questionnaires® (ASQ®) and the Social-Emotional Assessment/Evaluation Measure (SEAM™; with J. Squires, D. Bricker, M. Waddell, K. Funk, & J. Clifford; Paul H. Brookes Publishing Co., 2014). Mr. Hoselton also develops and operates the Oregon Screening Project’s research web site. He is mainly responsible for web application development, database management, and data analysis.

LaWanda Potter, M.S., is a Program Coordinator at the University of Oregon's Early Childhood Coordination and Referral, Evaluation and Services Program (EC CARES) in Eugene, Oregon. Ms. Potter is an administrator for EC CARES, an early intervention/early childhood special education program in Oregon. She received her master's degree in child development and family studies from Purdue University. Ms. Potter has been involved with several research studies on ASQ®, including questionnaire revisions, data analysis, and documentation. She has also provided outreach training on ASQ across the United States.

Linda Mounts, M.A., is an infant development specialist and has worked for many years in clinical and research settings with infants and toddlers. While at the Center on Human Development, University of Oregon, she assisted with development and research on the Ages & Stages Questionnaires® (ASQ®). She is employed by the Regional Center of the East Bay in northern California, evaluating young children from birth to 3 years of age.

Jane Farrell, M.S., is an Early Intervention/Early Childhood Special Education Specialist at Early Childhood CARES in Lane County, Oregon. Ms. Farrell was the original ASQ® outreach project coordinator for the University of Oregon's Early Intervention Program, providing training and consultation on the systematic use of ASQ in 25 states. She also served as an early intervention specialist in Wiesbaden, Germany, where she provided training on the use of ASQ for military communities living overseas.

Ms. Farrell offers direct services to young children, birth to 5 years of age, who are experiencing developmental delays or disabilities. Her roles include evaluator, home visitor, parent/toddler group teacher, and Individualized Family Service Plan coordinator. She continues to provide training on a variety of related topics including ASQ.

Dr. Dionne is Professor of Special Education at the University of Québec at Trois-Rivières (UQTR), where she has worked since 1997. She led the Canada Research Chair in Early Intervention from 2005 to 2015. She also served as Scientific Director of a research institute on intellectual disabilities and autism spectrum disorder. Dr. Dionne has served as Principal Investigator on numerous research studies focused on early intervention and early childhood special education.

In 2016, she began work as a United Nations Educational, Cultural and Scientific Organization (UNESCO) Chair on screening and assessment of young children, collaborating with Dr. Jane Squires and colleagues from other countries. Project objectives include training graduate students and conducting research activities in early intervention for children from birth to 6 years of age who are at risk for or have disabilities.