200 CHILD ATTITUDE JOWARD JLLNESS SCALE

was 85% overall, suggesting that the instrument can be used reliably with persons I various socio-economic
backgrounds. Limited information regarding the establishment I content validity I the ASQ is available. An item
ool for the original Infant-Child Monioring Questionnaires was developed by using items from existing
developmental questionnaires and assessment instruments. Subsequently, items were assigned o questionnaires
based upon their potential ability o discriminate children performing below the norm. Eight items were eliminated and
replaced with more easily undersood items in the construction I the ASQ. No information is presented regarding the
construct validity I the instrument. Criterion validity was established by comparing the child's classification based
upon the ASQ (i. e. , delayed-not delayed) o his classification based upon standardized psychological testing.
Sensitivity across all ages was calculated o be 75% and specificity was calculated o be 86%. Summary I
Strengths and Limitations. The ASQ have several strengths as a screening ool for assessing child developmental
status. Brevity and ease I administration makes them ideal as a clinical screening device. The ASQ also allow
assessment I parent perceptions I child development. Psychometric properties appear o be promising, although
relatively low internal consistency I some scales is I concern and additional information regarding validity (i. e. ,
construct validity, predictive validity) is warranted. A potential drawback I the instrument is the 19 questionnaire
structure, which means that children can only be assessed at predetermined ages. While ideal for clinical practices
that schedule children for well-child checkups in such a fashion, this structure limits research utility when infants and
young children I variable ages need o be assessed. Additional Readings Squires, J. K, Potter, L. , & Bricker, D. D.
(1998). Parent-completed developmental questionnaires: Effectiveness with low and middle income parents. Early
Childhood Research Quarterly, 13, 345-354. Developers' Comments The ASQ were revised in 1999 o better
accommodate the screening I young children between the ages I 4 months and 5 years. The 19 intervals I the
ASQ allow for efficient and effective screening in both home and clinic settings. A companion ool o the ASQ, the
Ages and Stages Questionnaires: Social-Emotional (ASQ: SE) was recently developed o identify young children with
potential problems in social and emotional development. AUTISM BEHAVIOR CHECKLIST Source Krug, D. A. , j. ,
& Almond, P. (1993). Autism screening instrument for behavioral planning: 2nd Ed. Examiners' Manual. Austin, TX:
Pro-Ed. Availability From the publisher, Pro-Ed, 8700 Shoal Creek Boulevard, Austin, TX 78757. Copyrighted.
Purpose. The Autism Behavior Checklist (ABC) is a screening checklist designed o identify persons with autism. It
is one component I the Autism Screening Instrument for Educational Planning-II, which contains five separately
standardized subtests that can be used o make diagnoses and develop educational interventions for persons with
autism. Description. The ABC consists I 57 items rated as present or absent for a given child. Items fall on five
subscales (Sensory, Relating, Body and Object Use, Language, and Social Interaction and Self-Help). Each item is
assigned a differential weight depending on how highly related it is o the diagnosis I autism. Item weights are
summed o calculate a otal scor. Although the ABC was originally designed o be completed by teachers, it has also
been used with parents. A cut- If score is provided o allow interpretation I the ABC otal score as indicative I
autism or not. Standardization and Norms. Three samples were used in the development I the ABC. Sample one