Review
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"The ASQ-3 system is an empirically sound screening and
monitoring system for the early detection of developmental delays
in infants and children."
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About the Author
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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.
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 ,
family-guided early intervention, and the use of standardized
screening tools in diverse , 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.
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 Sciences University. The CDRC
administers Title V services for children with special
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 professionals with education staff and
other community service providers.
Dr. Clifford is on the faculty at the University of Oregon Early
Intervention Program, where she teaches graduate courses in early
intervention and early childhood special education. In addition
to teaching at the university level, Dr. Clifford provides
training internationally on the Ages & Stages Questionnaires®: A
Parent-Completed Child Monitoring System, Third Edition (Squires
& Bricker; Paul H. Brookes Publishing Co., 2009), and the Ages &
Stages Questionnaires®: Social-Emotional, Second Edition
(Squires, Bricker & Twombly; Paul H. Brookes Publishing Co.,
2015). Her professional interests include personnel preparation
and the development and evaluation of early childhood assessment
measures. Prior to the pursuit of her doctoral degree, 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 s, M.A., is an infant development spet 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 Spet 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 spet in Wiesbaden, Germany, where she provided
training on the use of ASQ for 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.
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