Section V written analysis

2

THESKA MOISE

DR darling

FAU

Friday, February 14, 2025

Assessment Situation

The first form of assessment was based on the informal observation and interaction. and the second form was completed with the Ages & Stages Questionnaire, 3rd Edition (ASQ-3) with child “Alex” as a pseudonym. Particulars of Child: Alex was 48 months old at the time of assessment, and the assessment was done on March 10, 2024, although he was born on March 15, 2020. 

This The assessment was done in a preschool learning environment in the morning session. with students. Basically, Logi seemed attentive and motivated but sometimes was indecisive during the tasks that demanded a higher level of requirements. The author of the test has known Logi for six months, and this fact could have beneficial effects on the conditions of testing. To enhance the validity and reliability of the study, the assessment was conducted in line with the standard procedures of the ASQ-3.

Instrument Description

The Ages and Stages Questionnaire, 3rd Edition (ASQ-3) by Squires & Bricker is a screening tool that is suitable for children between one month and five and half years. It measures development in five areas of functioning:

Communication – Language and verbal skills.

Gross Motor—Large muscle movements and coordination.

Fine. Motor—Small muscle control and precision.

Problem-Solving – Cognitive abilities and critical thinking.

Personal-Social – Social behaviors and self-help skills.

Reliability and Validity

Test-retest reliability: Another aspect that shows the consistency of the scale is the percent agreement that ranges from 92% to 96%.

Here, Interobserver reliability is reaction rates (the number of times each behavior is contemporaneously rated by the two observers of the three sessions each day out of the maximum possible rate: 93-98%.

Validity analysis:

This The type of Pearson product-moment correlation coefficient is 0.81, which is highly correlated with other standardized assessment.

Coefficient of internal consistency (Cronbach’s alpha): The Cronbach alpha was estimated to be 0.86 thus showing high internal consistency in the current study.

The ASQ-3 is described as a norm-referenced tool, which is the assessment results. are compared with a normative group. It offers benchmarks which could define whether the kid is developing within the normal process, whether he or she needs some observation or requires additional evaluation.

“Instrument Protocol & Scoring Record. Worksheet”

Specifically, the responses on the ASQ-3 were coded as follows:

YES = 10 points

SOMETIMES = 5 points

NOT YET = 0 points

Scores and Cutoff Comparisons:

Domain	Total Score	Cutoff Score	Interpretation
Communication	55	30.72	Above Cutoff
Gross Motor	60	32.78	Above Cutoff
Fine Motor	20	15.81	Above Cutoff
Problem Solving	45	31.30	Close to Cutoff
Personal-Social	45	26.60	Close to Cutoff

Child’s Performance Interpretation

Communication

A variation of complexity in the structure of the sentence is worthy of note in logi’s encounter with communication, and he was good in answering questions. The improvements in this aspect involved naming objects as well as putting them into practice in the formation of simple grammatical sentences and even in simple conversation. There was no significant shortcoming of this domain, which can be considered as a benefit of the approach, as it was able to capture over 90 percent of the activities.

Gross Motor 

Logi showed a good gross motor development particularly in catching and throwing, as well as climbing and jumping. There was some degree of challenge observed in the stance where the child was expected to stand on the foot for a considerable time.

Fine. Motor

As for the gross motor skills logi also reached the age norms as he was able to correctly use scissors, draw specific shapes, and even button his garments. There was a tendency to have diminished grasp endurance when it comes to maintaining fixing strength when performing extended-duration activities.

Problem Solving

Logi performed quite mediocre and was able to solve problems of identification of color, counting, activities, and following of directions, etc. Most of them did. not encounter any challenges with the instructional use and the concept of Abstract reasoning only caused slight performances weakness when performing the subsequent tasks in sequence and having to deal with proper spatial relations.

Personal-Social 

Socially, interactions as well as play, sharing, and imaginative play relationships were befitting Logi’s age. The issues half of the participants experienced slight difficulty in the initial interactions with the new peers; therefore, this might be noted as a developmental need.

Rationale for Goals

According the assessment performed, some goals were set to meet Alex’s needs, get him ready to learn the ways to rightfully manage his temper. These domains are chosen based on the found deficits and the possible development that might be required in problem solving, personal-social skills, as well as fine motor and endurance skills (Agarwal, et al 2021).

Annual Goals

Annual Goal #1: Problem-Solving

Therefore, logi will be able to individually perform simple multi-step problem-solving. tasks such as the sort and sequence tasks in 4 out of 5 trials at the end of one year with objective measurements as per the teacher’s observation and proctored tests.

Annual Goal #2: Fine Motor 

Logi will achieve improved control over grip and writing tools as well as improve fine motor skills in precision tasks in not less than four out of five attempts, within one year and based on class activities.

Annual Goal #3: Personal-Social

Engagement: At least twice per play session, one of the three goals is to have the student initiate peer interactions in both structured and unstructured play settings as observed by the teacher and reported by the parents within one calendar year.

Conclusion

The ASQ-3 assessment was beneficial in determining Alex’s development because it gave information on his development. A speech/language, gross motor, and fine motor weakness was found, while problem-solving and social skills require focus. The established goals will assist Alex in the achievement of the following experiences for a successful and social success at school.

References

Agarwal, P. K., Xie, H., Rema, A. S. S., Rajadurai, V. S., Lim, S. B., Meaney, M., & Daniel, L. M. (2020). Evaluation of the Ages and Stages Questionnaire (ASQ 3) as a developmental screener at 9, 18, and 24 months.  Early Human Development,  147, 105081.