About the Book
The ASQ(R): SE-2 questionnaires are the most cost-effective, reliable way to screen young children for social-emotional issues in the first 6 years of life. These 9 age-appropriate questionnaires in Arabic (2, 6, 12, 18, 24, 30, 36, 48, and 60 months) effectively screen 7 key social-emotional areas: self-regulation, compliance, adaptive functioning, autonomy, affect, social-communication, and interaction with people. This Arabic translation was completed by Huda Felimban, Ph.D., a bilingual (Arabic/English) lecturer in the Department of Childhood Studies at King Abdulaziz University, Saudi Arabia, with extensive knowledge of early intervention and serving children with developmental delays. ASQ: SE-2 in Arabic was reviewed by experts from different Arabic-speaking countries (i.e., Lebanon, Iraq, Egypt) to ensure that the translation is accurate and as widely accessible as possible for parents from different countries. How to Use ASQ: SE-2 Questionnaires
Fast and easy to use, ASQ: SE-2 questionnaires take just 10-15 minutes for parents to complete. First, parents fill out the questionnaire, checking the response that best describes their childâ (TM)s behavior: often or always, sometimes, or rarely or never. Clear questions help parents complete the questionnaires quickly and accurately, and open-ended questions ask about any related parental concerns. Professionals score the questionnaire in just 2-3 minutes, and then transfer a total score to a simple summary sheet along with any concerns the parent has noted. The summary sheet indicates whether any followup should be considered.
- Total scores that fall in the graphâ (TM)s range of risk (dark shaded zone) indicate the child may need further evaluation.
- A total score in the â oemonitoringâ zone (light shaded area) helps identify children that may require followup actions based on items of concern. Professionals can work with parents to address behaviors of concern and provide social-emotional development information sheets and activities to help their child make progress before the next screening.
- Scores outside the shaded zones mean the childâ (TM)s social-emotional development appears to be developing on schedule. Parents can monitor their childâ (TM)s development by rescreening at the next ASQ: SE-2 interval.
ASQ: SE-2 Arabic Questionnaires are provided as printable PDF master copies on CD-ROM. The CD-ROM also includes Arabic translations of the What is ASQ: SE-2? parent handout, parent conference sheet, and child monitoring sheet.
Convenient, easy online completion and management for ASQ: SE-2 questionnaires are available with the purchase of ASQ(R) Online.Learn more about ASQ: SE-2 and its companion developmental screener, ASQ(R)-3--the valid, reliable, and trusted tool for screening children during the crucial first 6 years of life.
About the Author:
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 childrenâ (TM)s development.
She is lead author of the Ages & Stages Questionnaires(R), Third Edition (ASQ(R)-3; with D. Bricker; Paul H. Brookes Publishing Co., 2009), Ages & Stages Questionnaires(R) Social-Emotional, Second Edition (ASQ(R) SE-2; with D. Bricker and E. Twombly; Paul H. Brookes Publishing Co., 2015), and the Social-Emotional Assessment/Evaluation Measure (SEAM(TM)), 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 Childrenâ (TM)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(R); 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(R) (ASQ(R); 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.
For more than 20 years, Ms. Twombly has been involved in Ages & Stages Questionnaires(R) (ASQ(R)) research projects, including renorming for the Ages & Stages Questionnaires(R) Social Emotional, Second Edition (ASQ(R) SE-2;), and the Ages & Stages Questionnaires(R), Third Edition (ASQ(R)-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.
Huda S. Felimban, M.Ed., is a lecturer in the Department of Childhood Studies at King Abdulaziz University in Saudi Arabia. She previously worked as a book editor for Arabic picture books. Her educational background includes a B.A. in Early Childhood from King Abdulaziz University in Saudi Arabia and a M.Ed, in Educational Psychology and Special Education from the University of Western Ontario in Canada. Ms. Felimban is currently a Ph.D. student in Special Education and Clinical Sciences with a focus on Early Intervention at the University of Oregon in the United States.
