Asq Se-2 Learning Activities & More

• Social-emotional learning activities. With more than 90 fun, developmentally appropriate activities—10+ per age range—you'll promote adult–child interaction and key social-emotional skills. Give them to parents after every screening to help children make progress in their social-emotional development.
• Newsletters for parents. Along with the activities, give parents a copy of the newsletter that corresponds to their child's age. Engaging and fun to read, these nine newsletters explain important social-emotional milestones, share tips on strengthening this area of development, and offer parents warm and encouraging words of wisdom.
• Topic-specific handouts. You'll get concise, age-specific one-sheets that answer parents’ urgent questions about three big topics important to social-emotional development: feeding, sleeping, and calming. Also included are tip sheets on special topics such as choosing child care, establishing routines, learning to use the toilet, preparing for kindergarten, and more.
• Hello, Parent! letter. Use this friendly letter to introduce the handouts to families and reinforce the importance of social-emotional development.

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, the ASQ-3™ Learning Activities, and the ASQ:SE-2™ Social-Emotional Learning Activities (in press). 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.

Leslie J. Munson, Ph.D., is Professor Emeritus at Portland State University, Department of Special Education. Dr. Munson's areas of interest include parent–infant interaction, parents with learning difficulties, and grief of teachers related to the death of a student. She began her career as a speech-language pathologist and has worked in public schools, early intervention programs, hospitals, and public health departments. She developed a speech-language pathology program and a NICU follow-up program, and has coordinated an early intervention program and a pediatric rehabilitation program. She taught at Portland State University in the Early Intervention/Early Childhood Special Education Master's Program, Infant-Toddler Mental Health Graduate Certificate Program, and Early Childhood: Inclusive Education and Curriculum & Instruction Master's Program. She developed the Parent Infant Interaction Rating Scale and co-developed the Behavioral Health Screen and the Parent Infant Interaction Curriculum for Parents.

Lois M. Pribble, Ph.D., is Lecturer and Research Associate in the Early Intervention/Early Childhood Special Education (EI/ECSE) Program at the University of Oregon. She teaches methods and applications courses in EI/ECSE with a focus on intervention in naturalistic and inclusive settings. Her research interests include social-emotional assessment and interventions for young children, coaching caregivers and practitioners, and EI/ECSE personnel preparation. Prior to becoming a university instructor, Dr. Pribble was an EI/ECSE classroom teacher, consultant, supervisor, and Child Find screener for over 15 years.