Document Type


Publication Date




  • Less than one-fifth of children with developmental delay receive early intervention before age 3.
  • At well-child visits, parents may voice concerns they have about their child; however, physicians may not consider their input in overall decision making.
  • Parents can complete formal screening tools across different settings, suggesting their ability to complete assessments in the home.
  • Verbal parental input can be supplemented by viewing an instructional video on typical development and completing standardized screening tools.


  • The purpose of this study is to investigate the effect of an instructional video explaining test administration of the ASQ-3 on parental test-retest reliability.
  • We hypothesize that ASQ-3 scores from the second session will be different from the first session, indicating an instructional video is beneficial in parents' abilities to complete standardized screening tools at home.


  • Five children and parents from Lasting Impressions Child Care Center.


  • Outcome measure: 36-month, 42-month, 48-month, and 54-month ASQ-3 questionnaires
    • Standardized developmental screening tool designed to test a wide age range across five developmental domains
    • Administered by parents and various professionals
    • Questionnaires were converted into Google Forms for easy administration
  • Developmental screening was conducted across two testing sessions with the parent watching the instructional video before completing the second session. SPTs waited 1-2 weeks before sending out instructional video and Google Form for second session in order to avoid the learning effect.
    • Session 1: Parent scored child's performance from memory on their child's age appropriate ASQ-3 questionnaire through Google Forms.
    • Session 2: SPT sent parent instructional video to watch prior to scoring child's performance from memory on their child's age appropriate ASQ-3 questionnaire for a second time again through Google Forms.


  • Fine motor was the only domain with changes made by all participants at post-test.
  • More space for change in the fine motor domain.
    • 13 of 30 responses were "yes"
    • Other domains 22-26 of 30 responses "yes"
  • Following the instructional video, parents changed responses in at least two domains. Two parents changed more responses following the instructional video.


  • Based on these trends, fine motor scoring appears to be more influenced by the instructional video.
  • If a child's performance matched typical peers, it decreased the chance of a parent changing their answer in the second trial. A ceiling effect may be present for typically developing children.

Clinical Relevance

  • Standardized testing is feasible to complete virtually.
  • Instructional videos may augment developmental surveillance allowing parents to contribute to the detection of delay.
  • Recommend future exploration into: Larger sample size for statistical analysis; and, recruitment through social media to target typical parental age.



To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.