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Developmental History & Screening Assignment-Assignment

ECS 3080: Assessment and Intervention with Children and Families

Professor: Lindsay Barton

February 13, 2022

1. interview questions
1. Does your child is a premature kid?
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LookSee: No response: item 1 & 8. Yes response in total is 15 items, from 2-7 and 8-17.

Interpretation of result of LookSee: As there are 2 No responses in the test result of LookSee,

John should be referred to a healthcare and/or childcare professional for extra support. Based on

the test, we know that he understands the basic rules of language, instructions with two steps,

and the order of things to do, he can simply express his intentions and describe a scene with an

appropriate word, he can use interaction skills to work with friends and simply express his

feelings, he is learning how to control his body and balance himself. Unfortunately, his speech

cannot always be understood by his family members. His muscles are not strong enough

according to his age.

ASQ: Communication is located in the gray zone: 35; Gross motor is located in the white zone:

55; Fine motor is located in the white zone, 40; problem-solving is the in the line between gray

and white zone, 40; Personal-social is located in the dark zone: 25.

Interpretation of result of ASQ: Compared to the ASQ cut-off, John scored higher than the

cut-off in his related areas for communication, gross and fine motor, and problem-solving skills.

In particular, his gross motor and problem-solving skills scored well above their cut-off.

However, the score of his development of the personal-social area is lower than its cut-off.

However, his developmental score in the personal social domain was below its critical value. His

personal social skills in particular need to be improved through a range of support. For

communication skills, he can describe a happening thing with simple words but is not proficient

in using gestures and signs to communicate about directions. He cannot identify his first and last

name and combine words into a complete sentence. For his fine motor skills, he knows how to

use tools, draw lines, and is learning to hold a pencil. However, he cannot replicate the cross. For

problem-solving skill, he does not know the spatial relationships, can not repeat more than three
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numbers one time and identifies the roles in a pretend play. For personal and social development,

he is unfamiliar with taking turns and needs to learn and practice basic self-help skills.

3. recommendations for John’s parents:

There are multiple recommendations for John’s parents. First, In light of the results of

LookSee and ASQ, John's parents are advised to take him to a healthcare professional for further

evaluation if additional help is needed. Second, since John is not proficient at fine motor and

self-help skills, his parents are recommended to let John help with daily chores and assign him

certain tasks based on his abilities, such as placing utensils on the table, clearing his plates, and

carrying them to the sink. This will make him realize his value to his family and his ability to

work for his family. Thirdly, As John is learning to practice his personal and social skills, we can

recommend John’s parents ask questions that are particularly relevant to the person John is

talking about. This will motivate John to initiate and engage in positive conversations with

others. Participating in community events to observe and learn from others how to do this is also

recommended. Since John is not familiar with pretend play, we recommend that John's parents

occasionally allow him to play alone. He is more likely to come up with his own game when he

is playing alone. Try not to guide John when they pretend to play with him. They can give him

tips if he asks for help. At last, to further his language and communication skills, his parents can

use everyday situations to build and practice his language. They can raise questions for a

situation where John engaged in and through interactive conversation to elicit him to talk more.

When he could not clearly express his thoughts, they could paraphrase what he said.

4. Compare and contrast LookSee and ASQ. Reasons for your preference.
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Both LookSee and ASQ are screeners, not assessment or diagnosis tools, so they cannot

be used to diagnose disabilities. They all help determine if a child needs further assessment or

support in one or more areas. They are both reliable and valid tools designed by professionals

and authorities to monitor a child's development and used in multiple languages (U of GH,

2022). The difference between the two screeners is the range they can be used. LookSee is

designed for children from 1 month to 6 years. ASQ is children form from 2 months to 5 years

old. There are 17 questions in the LookSee with answers “yes" or "no" on a single page. The

ASQ consists of 30 questions with examples and explanations of specific skills. There are three

options for the answer to the question in ASQ. For LookSee, if a 'no' response is marked, parents

or caregivers should refer the child to healthcare and/or childcare professionals for additional

support (NDDS, 2022). However, ASQ is based on the scores that a child acquired based on the

answer and has the specific cut-off for the certain skill to compare to evaluate if the child needs

extra support and what kind of support is specifically needed. The questions of LookSee are

simple and short, caregivers or parents can easy-to-use them with simple answers. However, the

questions in ASQ are lengthy and need more time for parents and professionals to consider the

development status.

There are multiple reasons I chose ASQ for my preference. First of all, the question cover

area in ASQ is designed to match the official document about children’s developmental

milestones. There is a clear division for the development domain. We can compare the skills a

child acquires with the official document ELECT (OMED, 2014) to ensure if a child reaches the

minestrone according to their age and if they need extra support. In addition, ASQ is more

detailed than LookSee, allowing professionals and caregivers to understand where children need

more support. ASQ tools are especially useful when creating courses and activities. Activities
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and environments can be specially designed to promote children's skills based on test results or

specific questions with "not yet" or "sometimes" answers. Besides, it includes more questions

that parents can describe and explain, such as hearing and vision problems or infections that a

child might have. These facts may affect children being screened or affect their development. It

helps provide an overview of the specific situation a child is in and link underlying illnesses to

developmental milestones they cannot reach so that appropriate support can be provided.

References

OMED. (2014). Early Learning for Every Child Today.

https://www.dufferincounty.ca/sites/default/files/rtb/Excerpts-from-Early-Learning-for-

Every-Child-Today.pdf

NDDS. (2022). About. https://www.lookseechecklist.com/en/online/children

U of GH. (2022). Screening.

https://courselink.uoguelph.ca/d2l/le/content/730466/viewContent/3022921/View
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