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 children’s development.
She is lead author of the Ages & Stages Questionnaires®, Third Edition (ASQ®-3; with D. Bricker; Paul H. Brookes Publishing Co., 2009), Ages & Stages Questionnaires®: Social-Emotional, Second Edition (ASQ®:SE-2; with D. Bricker and E. Twombly; Paul H. Brookes Publishing Co., 2015), and the Social-Emotional Assessment/Evaluation Measure (SEAM™), 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 Children’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®; 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® (ASQ®; 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.
Liz Twombly, M.S., has been a member of the Ages & Stages Questionnaire (ASQ) team for the past 30 years. In this role, she takes part in the ongoing research and development for ASQ-3, a parent-completed developmental screening tool, as well as ASQ:SE-2, a parent-completed social-emotional screening tool.
Ms. Twombly is the lead author on the ASQ-3 and ASQ:SE-2 Learning Activities books, which provide follow-up to screening guidance to parents for how to support their child’s development within the home. She provides training and technical assistance on the use of these screening tools in diverse health, educational, and social service settings across the U.S. and internationally. Other areas of interest and research include systems of care for substance-exposed newborns, infant mental health, and family engagement in screening and early intervention services.
