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  • Research indicates that parents often raise concerns regarding their child’s development prior to physician recognition of the problem1
  • Parent-reported screening tools can bridge the communication gap between health professionals and parents
  • Parental scoring did not significantly correlate with healthcare professionals2
  • This discrepancy may stem from training on scoring and administration of the screening tool


  • This study investigated the effect of an informational training video (ITV) on changing parental scoring of the Ages and Stages Questionnaire, 3rd edition (ASQ-3)

Outcome Measure: ASQ-3

  • Standardized developmental screening tool used to test children aged 1-66 months via 21 questionnaires. Test items are organized into five developmental domains
  • Selected for extensive psychometric properties3
  • Utilized the 36-month, 42-month, 48-month, 54-month and 60-month ASQ-3 Questionnaires.
  • Converted questionnaires into Google Forms for easy administration


  • 13 parents of preschool-aged children recruited from Lasting Impressions Child care Center in St.Paul, MN and through social media posts on Facebook and Instagram
  • Children ranged from age 34 months, 16 days to 66 months


  • After parents indicated interest in participation, an email allowed them to access the first Google form comprised of consent, demographic information, and the age appropriate ASQ-3
  • Two weeks after first submission, participants received a second email with instructions to watch the six-minute ITV and fill out the second ASQ-3
  • The ITV included a brief overview of domains and instruction of item administration and scoring


  • Data was analyzed using Wilcoxon Signed-Rank Test to determine a change in scoring after viewing the ITV
  • Results demonstrated significance across four of five domains with Problem Solving the only nonsignificant domain, possibly due to collection error resulting in smaller N or parental influence


  • Evidence suggests watching a training video on ASQ-3 administration changes parental scoring of their child’s performance on tested items
  • Post-video training change in scores may demonstrate a change in parental knowledge of precision scoring

Clinical Relevance

  • Using the ASQ-3 tool may augment parental contributions to the developmental surveillance and screening process
  • This could impact not only the accuracy of scoring the ASQ – 3, but also on the physician’s willingness to incorporate parent feedback in decisions on referral to early intervention



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