Ages & Stages Questionnaires® (ASQ3®): Learning A ParentCompleted Child Monitoring System

Enhance the growth and development of infants and young children with more than 400 fun, fast, and easy-to-use learning activities—now in a new edition specially developed to complement ASQ®-3 . Perfect for sharing with parents of children who are developing typically or need nonintensive support in one or more developmental areas, these playful, developmentally appropriate activities

• encourage progress in the same five developmental areas as ASQ-3;—communication, gross motor, fine motor, problem solving, and personal-social
• use safe, age-appropriate materials that most families have at home
• help even the youngest children develop crucial early language and literacy skills
• promote closer parent–child interactions
• serve as a natural follow-up for children who score in the ASQ-3 monitoring zone

New additions include a new set of activities for 0-2 months; more activities—30+ per age range; more language and literacy activities; more language modeling for parents; easy to email PDF format to share with parents; more differentiation of activities by age; and activities are now in color on the CD-ROM. Plus, the book includes a keycode for accessing the activities in your ASQ® Online account.

Now packaged as a book and CD-ROM together so you can photocopy or print them as needed, these creative, cost-effective activities are the perfect way for parents and children to learn and have fun together.

Learn more about the complete ASQ-3 system.

For more than 20 years, Ms. Twombly has been involved in Ages & Stages Questionnaires® (ASQ®) research projects, including renorming for the Ages & Stages Questionnaires®: Social Emotional, Second Edition (ASQ®:SE-2;), and the Ages & Stages Questionnaires®, Third Edition (ASQ®-3; Squires & Bricker; Paul H. Brookes Publishing Co., 2009). She has conducted trainings on ASQ and ASQ:SE nationally and internationally and has provided technical assistance to states on the development of early identification and referral systems for young children. Ms. Twombly is a contributing author of ASQ-3 and an author of ASQ:SE-2, ASQ-3 Learning Activities, and ASQ:SE-2 Learning Activities & More.

Ms.Twombly's areas of interest and research include systems of care for substance-exposed newborns, infant mental health, family-guided early intervention, and the use of standardized screening tools in diverse health, educational and social services settings. She currently is working on a team to develop a universal system of screening and referral for families with young children in the state of Oregon.

Ginger Fink, M.A., has worked in the field of early childhood education for more than 30 years. She served as the training coordinator for ASQ® at the University of Oregon, Eugene. Ms. Fink has worked in many capacities. Currently, she is a private consultant in the area of parent–child programs and teacher education strategies, and she teaches early childhood courses at Clackamas Community College, Oregon City, Oregon. She has worked as curriculum developer toward the development of a statewide series of community-based parent–child programs in Honolulu, Hawaii, as a teacher and program director with Head Start programs, and as a disabilities specialist for the Region X training and technical assistance network.

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.

Ginger Fink, M.A., has worked in the field of early childhood education for more than 30 years. She served as the training coordinator for ASQ® at the University of Oregon, Eugene. Ms. Fink has worked in many capacities. Currently, she is a private consultant in the area of parent–child programs and teacher education strategies, and she teaches early childhood courses at Clackamas Community College, Oregon City, Oregon. She has worked as curriculum developer toward the development of a statewide series of community-based parent–child programs in Honolulu, Hawaii, as a teacher and program director with Head Start programs, and as a disabilities specialist for the Region X training and technical assistance network.