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ISSN 2690-3679 (Print) ISSN 2690-3687 (Online) 

Vol. 1, No. 1, 2020 
www.scholink.org/ojs/index.php/eshs 

6 

Original Paper 

An Interview with Ajay Singh: The Ages and Stages 

Questionnaire (ASQ) 
Michael F. Shaughnessy1* 

1 Educational Studies Department, Eastern New Mexico University, Portales, New Mexico 88130, 

United States of America 
* Michael F. Shaughnessy, Educational Studies Department, Eastern New Mexico University, Portales, 

New Mexico 88130, United States of America 

 

Received: April 7, 2020        Accepted: April 14, 2020          Online Published: April 21, 2020 

doi:10.22158/eshs.v1n1p6                         URL: http://dx.doi.org/10.22158/eshs.v1n1p6 

 

Abstract 

The Ages and Stages Questionnaire is one of the most well researched and utilized instruments in use 

today in developmental centers, Head Start Facilities and kindergarten and first grade schools. In this 

interview Dr. Ajay Singh discusses the main components of the test and responds to questions as to its 

utilization. 

Keywords 

Early childhood assessment, ages and stages questionnaire (ASQ), validity, reliability 

 

1. Introduction 

In this interview, Professor Singh discusses an extremely well known and sophisticated test used 

worldwide known as the Ages and Stages Questionnaire (ASQ). 

 

2. Method 

This interview was conducted electronically to ascertain relevant pertinent information about a specific 

test that has been extensively utilized and researched by several scholars. 

 

3. Result 

1) Professor Singh, when did you first begin working on the Ages and Stages Questionnaire? 

When I was doing my Graduate Program in Early Intervention at the National Institute for the 

Empowerment of Person with Intellectual Disability, Secunderabad, India (which is functioning under 

the aegis of Ministry of Social Justice and Empowerment, Government of India) and affiliated with 



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Osmania University, Hyderabad, India then I came to know about the ASQ (Ages and Stages 

Questionnaire) during my theory and practicum classes, the ASQ which were developed and designed by 

Professor Diane Bricker and Professor Jane Squires at University of Oregon (Squires, Bricker, & Potter, 

1997). After one year, I received an invitation from one of the South Carolina Public School District 

Superintendent through EDCIL (Educational Consultants India Limited; EdCIL is a Public Sector 

Undertaking in India under administrative control of the Ministry of Human Resource Development, 

Government of India) to come to South Carolina as a Special Education Exchange Visitor Certified 

Teacher in K-12 Public School System then I get to use more the ASQ in the Public School District in 

South Carolina. After three years working in the South Carolina Public School System, I decided to join 

the PhD Program from University of Oregon because of the ASQ and Professor Jane Squires. So, I 

applied in the University of Oregon for PhD program under Professor Jane Squires, after rigorous several 

round examinations and several interview process, finally I admitted to the PhD program at the 

University of Oregon under Professor Jane Squires and from day one Professor Jane Squires allowed me 

to work in her ASQ Research Team in the Early Intervention Program at University of Oregon.  

2) What was your initial goal and objectives for this rating/developmental scale? 

While working in the ASQ Research Team, I realized that it was developed and designed for up to the age 

of 66 months only. So, I informed Professor Squires that most of the children don't go to public schools 

before the age of 6 years in the US, and we need to have something for those population because most of 

them won't have access to such health questionnaires due to various reasons. So, Professor Jane Squires 

allowed me to design new age intervals for the ASQ, so I designed new age interval under her dynamic 

leadership with her Research Team at University of Oregon and later on she allowed me to use it for my 

PhD Dissertation.  

The 6-Year ASQ will also evaluate five developmental domains: 5 communication, gross motor, fine 

motor, problem-solving, and personal adaptive skills, for children from the ages of 66 months to 78 

months (Singh, 2015). It’s Gold Level Assessment Tool designed for Parents but Pediatricians, Health 

Workers, Social Workers, Home-Visitors, Early Intervention Professionals, Nurses, Special Educators, 

etc., also use it for assessment purpose and it's very accurate (Singh, Squires, Yeh, Heo, & Bian, 2016). It 

is highly recommended by pediatricians for early identification in the United States. The ASQ has been 

translated into several languages (e.g., Spanish, French, Dutch, Chinese, Macedonian, Norwegian, Hindi, 

Persian, Turkish, etc.) and the number of international studies on its psychometric properties with diverse 

cultural environments is increasing (e.g., Australia, Brazil, Canada, Chile, China, Denmark, Ecuador, 

France, Ghana, India, Iran, Korea, Lebanon, Netherland, Norway, Republic of Macedonia, Spain, Taiwan, 

Thailand, Turkey; Singh, Yeh, & Blanchard, 2017). 

3) Now, what are its psychometric processes? 

The ASQ screens for risk of delays in gross motor, fine motor, communication, problem-solving, and 

personal-social skills; takes 10-15 minutes to complete it and available in multiple languages; written at 



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6th to 8th grade reading level; 94% test-retest reliability, 44-83% internal consistency; 76-91% 

concurrent validity; 70-90% sensitivity; 76-91% specificity. It has excellent psychometric properties 

including test-retest reliability of 92%, sensitivity of 87.4% and specificity of 95.7%. Validity has been 

examined across different cultures and communities across the world (Squires, Bricker, & Potter, 1997; 

Squires, Potter, Bricker, & Lamorey, 1998; Squires, Bricker, Heo, & Twombly, 2002; Squires, Katzev, 

& Jenkins, 2002; Squires, & Bricker, 2007; Squires, & Bricker, 2009; Squires, Twombly, Bricker, & 

Potter, 2009; Squires, Waddell, Funk, & Macy, 2013). 

4) Who else was involved in its development? 

The 6-Year ASQ was initially studied in four phases; the first phase included 18 to 26 test items per 

domain. Initially test items were randomly arranged (i.e., not placed in chronological order) to decrease 

any possibilities of order effect and to address the item functioning questions (e.g., item difficulty test 

items which estimate the difficulty of each test item based on the participants’ ability to correctly respond 

to each test item). In the second phase, test items per domain were selected by using Item Response 

Theory (IRT) analysis and were investigated for technical adequacy (e.g., reliability) and item 

functioning (e.g., item difficulty).  

In the third phase, test items and item difficulty were evaluated by a panel of 13 experts with previous 

work experience with young children in special education, pre-school, early childhood, or worked as a 

school psychologist, principal, professor, assistant professor, researcher, K-12 teacher, service 

coordinator, speech therapist, social worker, occupational therapist and physical therapist. The experts 

were academicians/professionals with relevant experiences between 2 and 25 years in their expertise 

areas. The range of experiences provided a wide and relevant perspective on the appropriateness and 

validity of the items to be included. In the fourth and final phase, 622 test items per domain for a total 30 

test items were included. 

5) How frequently is it being used and for what purposes? 

It should be used every 3 months to monitor, if there is any delay in the following areas; gross motor, fine 

motor, communication, problem-solving, and personal-social skills.  

6) In what other countries is it being used? 

It's already adopted and used in the following countries; Australia, Brazil, Canada, Chile, China, 

Denmark, Ecuador, France, Ghana, India, Iran, Korea, Lebanon, Netherland, Norway, Republic of 

Macedonia, Spain, Taiwan, Thailand, Turkey. I was personally involved in the Republic of Macedonia, 

India and in Korea (Singh, Yeh, & Blanchard, 2017).  

Last year, we published the result from the Republic of Macedonia, which we completed with Professor 

Vladimir Trajkovski, MD, PhD, University “Ss. Cyril and Methodius”, Skopje, Republic of Macedonia 

and with Professor Luis Annunciacas, Federal University of Rio de Janeiro, Brazil under the supervision 

of Professor Jane Squires (Stanoevska, Anunciação, Squires, Singh, & Trajkovski, 2018). 

This year we completed our research in India, which we conducted with Professor Shefali Gulati, Chief, 



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Child Neurology Division Coordinator DM Pediatrics Neurology Program, Faculty in-Charge, Centre of 

Excellence & Advanced Research on Childhood Neurodevelopmental Disorders, Department of 

Pediatrics, All India Institute of Medical Sciences (AIIMS), New Delhi and with her Research Team 

under the guidance of Professor Jane Squires and submitted for publication. 

7) Why is this instrument important? 

The American Academy of Pediatrics (2001, 2006) recommendations emphasize screening during the 

initial years of child’s life but the recommendations also clearly state that surveillance should continue 

throughout childhood into early school years (Bethell et al., 2011; Bricker & Squires, 2007; Glascoe 

1997; Glascoe & Squires, 2013; Schor, 2007).  

8) What are some reasons why children do not seem to develop properly? 

Due to various reasons, including but not limited to nature and/or nurture.  

9) How does the ASQ fit into early Child Find? 

The goal of Child Find systems is to identify the infants and young children who require in-depth 

assessment and may be eligible for early intervention and special education services. Because Child Find 

systems operate first-level screening programs; programs that screen and monitor large numbers of 

children; you need a screening tool that is reliable, easy to use, cost-effective, and appropriate for diverse 

populations. The Ages & Stages Questionnaires (ASQ) meet the requirements for first-level 

comprehensive screening systems. Child Find systems in many states have made ASQ an integral 

component of their programs (Squires, 1996). 

10) What have I neglected to ask? 

Nothing Professor Shaughnessy, thanks again for your time, I really appreciate it. 

 

4. Discussion 

This interview has attempted to highlight some of the main features of the Ages and Stages 

Questionnaire (ASQ). The main relevant information as to standardization, reliability, validity and 

usage were reviewed for practitioners. It is hoped that this short succinct interview will provide 

practitioners with the information needed to utilize this instrument with the appropriate populations. 

 

References 

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Young Children. Pediatrics, 108(1), 192-196. https://doi.org/10.1542/peds.108.1.192 

American Academy of Pediatrics. (2006). Identifying Infants and Young Children with Developmental 

Disorders in the Medical Home: An Algorithm for Developmental Surveillance and Screening. 

Pediatrics, 118, 405-420. https://doi.org/10.1542/peds.2006-1231 



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American Academy of Pediatrics, Council on Children with Disabilities. (2006). Identifying infants and 

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