Everything you need to start screening children from Spanish-speaking families with ASQ(R) SE-2, this Spanish Starter Kit includes a box of 9 photocopiable print masters of the Spanish questionnaires and scoring sheets, a CD-ROM with printable PDF Spanish questionnaires, the ASQ(R) SE-2 User's Guide in English with all key letters, forms, handouts, and forms in Spanish, and a FREE ASQ(R) SE-2 Quick Start Guide in Spanish.

Convenient, easy online completion and management for ASQ: SE-2 questionnaires are both available with the purchase of ASQ(R) Online. Watch a live demo.

What's New in ASQ: SE-2
ASQ: SE-2 questionnaires are better than ever, with helpful new features like:

• New 2 month questionnaire: Reliably screen and start monitoring children as young as 1 month, so critical interventions can start earlier.
• Screen through kindergarten: Now you can screen children from 1-72 months with no gaps, so you can use ASQ: SE-2 through kindergarten and the transition to school.
• New behavior and communication items designed to elicit parent concerns that may point to autism and early communication issues.
• New data and cutoffs: ASQ: SE-2 is based on updated research and a large sample size of more than 14,000 diverse children.
• New monitoring zone that clearly identifies children who are close to the cutoff and should be monitored and rescreened.
• Updated Spanish translation vetted by Spanish language experts
• Sturdy, convenient new box with a handle for easy portability.

The Spanish Starter Kit part of the ASQ: SE-2 screening system. ASQ: SE-2 is the bestselling screener trusted to uncover possible social-emotional issues as early as possible during the crucial first 6 years of life. The 9 age-appropriate ASQ: SE-2 questionnaires effectively screen 7 key developmental areas: self-regulation, compliance, adaptive functioning, autonomy, affect, social-communication, and interaction with people.

Learn more about ASQ: SE-2 and its companion developmental screener, ASQ(R)-3--the valid, reliable, and trusted tool for screening children during the crucial first 51/2 years of life.

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 childrenâ (TM)s development.

She is lead author of the Ages & Stages Questionnaires(R), Third Edition (ASQ(R)-3; with D. Bricker; Paul H. Brookes Publishing Co., 2009), Ages & Stages Questionnaires(R) Social-Emotional, Second Edition (ASQ(R) SE-2; with D. Bricker and E. Twombly; Paul H. Brookes Publishing Co., 2015), and the Social-Emotional Assessment/Evaluation Measure (SEAM(TM)), 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 Childrenâ (TM)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(R); 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(R) (ASQ(R); 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(R) (ASQ(R)) research projects, including renorming for the Ages & Stages Questionnaires(R) Social Emotional, Second Edition (ASQ(R) SE-2;), and the Ages & Stages Questionnaires(R), Third Edition (ASQ(R)-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 health, family-guided early intervention, and the use of standardized screening tools in diverse health, 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.

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(R) (ASQ(R)) and the Social-Emotional Assessment/Evaluation Measure (SEAM(TM); 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 Projectâ (TM)s research web site. He is mainly responsible for web application development, database management, and data analysis.

Ms. Murphy has coordinated several research studies involving both the Ages & Stages Questionnaires(R) (ASQ(R)) and the Ages & Stages Questionnaires(R) Social-Emotional (ASQ(R) SE), including data recruitment, collection, and analyses for the renorming studies of Ages & Stages Questionnaires(R) Social-Emotional, Second Edition (ASQ(R) SE-2; Squires, Bricker, & Twombly; Paul H. Brookes Publishing Co., 2015)), and Ages & Stages Questionnaires(R), Third Edition (ASQ(R)-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.

Ms. Dolata is a Ph.D. candidate in special education and clinical sciences at the University of Oregon (Early Intervention/Early Childhood Special Education Leadership Program). Her primary clinical and research interests include the foundations of social language development and early identification of developmental delays. She participates in multidisciplinary developmental assessments and investigates early development for children born prematurely and children who may have autism spectrum disorder.

Suzanne Yockelson, Ph.D., BCBA is an Associate Professor of Special Education at Brandman University. Sue received her degree from the University of Oregon Early Intervention Program and has research interests in early identification for disabilities and early childhood mental health. She consults nationally and internationally on developmental screening of young children using ASQ and ASQ: SE.

Dr. Davis earned her doctorate from the University of Oregon, where she investigated the concurrent validity of the Ages & Stages Questionnaires(R) Social-Emotional (ASQ(R) SE). She is currently a professor in the Education Department at Warren Wilson College. She teaches early childhood education courses and supervises Warren Wilson students in training at Verner Center for Early Learning.

Dr. Kim teaches in the Early Childhood Development, Elementary Education, and Master of Arts in Teaching Programs at Southern Oregon University. After graduating from Sogang University in Seoul, Korea, in 1985, she received her master's degree in 1992 and her doctorate in 1996 from the University of Oregon in the area of early intervention/early childhood special education. Her special research interests include alternative assessment for young children with special needs, family collaboration in early intervention, young children with emotional and social challenges, whole child development, and holistic education, as well as multicultural education for individuals with diverse backgrounds.