Child Developmental Screening (ASQ-3) and Individualized Education Planning (PEI/IEP)

Vocabulary flashcards reviewing child developmental screening via the ASQ-3 (48-month interval) and Individualized Education Planning (PEI/IEP) frameworks in Brazil and Ontario.

ASQ-3 (Ages & Stages Questionnaires, Third Edition)

A developmental screening tool created by Squires & Bricker and published by Paul H. Brookes Publishing Co., Inc. used to screen child development across five key domains.

ASQ-3 48-Month Questionnaire Age Range

The specific developmental screening interval covering children aged 45 months and 0 days through 50 months and 30 days.

ASQ-3 Scoring Values

The point system assigned to questionnaire items based on child mastery: 'SIM' (Yes) = 10 points, 'ÀS VEZES' (Sometimes) = 5 points, and 'AINDA NÃO' (Not Yet) = 0 points.

Communication Domain (ASQ-3)

The screening domain assessing language comprehension and speech skills, such as naming category items, answering functional questions, using correct suffixes (-s, -ei, -ndo), and following three unrelated commands.

Gross Motor Domain (ASQ-3)

The screening domain evaluating large muscle movements and balance, including catching a large ball with two hands from 1.5 m, climbing slide stairs, overhand throwing 2 m, hopping on one foot, and standing on one foot for 5 seconds.

Fine Motor Domain (ASQ-3)

The screening domain evaluating small muscle and eye-hand coordination, including solving 5-7 piece puzzles, cutting paper with blunt scissors, copying basic line/shape figures, unbuttoning buttons, drawing a 3-part human figure, and coloring within boundaries.

Problem Solving Domain (ASQ-3)

The screening domain assessing cognitive and reasoning abilities, including repeating a 3-digit sequence, identifying the smallest circle, following spatial directions (under, between, center), identifying 5 colors, engaging in pretend play, and counting 5 objects in order.

Personal-Social Domain (ASQ-3)

The screening domain evaluating adaptive self-care and social interaction, including self-serving food with utensils, stating 4 personal details, washing and drying hands, naming peers, brushing teeth, and dressing independently.

ASQ-3 Cut-off Scores (48 Months)

Empirically established score thresholds for the 48-month ASQ-3 questionnaire: Communication = 30.72, Gross Motor = 32.78, Fine Motor = 15.81, Problem Solving = 31.30, and Personal-Social = 26.60.

ASQ-3 Score Interpretation Categories

The three follow-up categories based on domain total scores: Above cut-off (development on track), Close to cut-off (provide learning activities and monitor), and Below cut-off (further professional evaluation recommended).

Prof. Dr. Gabriel Brito

Pedagogue with a specialization in psychopedagogy holding a Master's and Doctorate in Developmental Disorders from Universidade Presbiteriana Mackenzie.

PEI (Plano de Ensino Individualizado - Brazil)

A legally mandated document under Brazilian federal law (Lei nº 13.146/2015 - LBI) ensuring access, participation, and learning for students with disabilities, ASD, or high abilities/giftedness through tailored adaptations and supports.

IEP (Individual Education Plan - Ontario)

A mandatory educational plan in Ontario, Canada, required for exceptional students or those needing significant supports, defining accommodations, curriculum modifications, and alternative expectations.

PEI Eligibility Standard (Brazil vs. Ontario)

The regulatory threshold for individual plan entitlement: Brazil requires a formal medical report/diagnosis, whereas Ontario covers learning and behavioral difficulties even without a formal diagnosis.

PEI Review Timeline

The statutory requirement for reviewing individual education plans: at least once per reporting period (bimonthly) with a 30-day issuance window in Ontario, compared to annual review in Brazil.

Accommodations (Acomodações)

Teaching strategies, environmental adjustments, or assistive devices (e.g., changing seating, providing extra time, screen readers) that facilitate curriculum access without altering learning expectations.

Modified Curriculum (Currículo Modificado)

Adaptations that alter grade-level curricular expectations above level for enrichment (e.g., gifted students) or below level for simplified content based on individual learning profiles.

Alternative Expectations (Expectativas Alternativas)

Goal targets outside the official academic grade curriculum, focusing on functional life skills, social interaction, emotional regulation, and self-care.

LBI (Lei nº 13.146/2015 - Estatuto da Pessoa com Deficiência)

The Brazilian inclusion statute that guarantees equal access, specialized educational planning (PEI), and participation for individuals with disabilities in educational settings.