Praxis Special Education: Early Childhood/Early Intervention key terms

A documented lag in one or more areas of development, such as motor, cognitive, communication, social-emotional, or adaptive skills, compared with age expectations. Eligibility rules for young children often rely on this rather than a named disability category.

Patterns of growth or behavior that differ noticeably from typical sequences in timing, quality, or order, such as not bearing weight by nine months or losing previously acquired words. It signals a need for screening or further evaluation.

A skill most children acquire within an expected age range, such as sitting unsupported, using two-word phrases, or pointing to request. Milestones guide observation and screening but are not rigid deadlines for individual children.

The time elapsed since birth, used as the reference point for comparing a child's skills with age expectations. It is distinct from adjusted age when a child was born prematurely.

A child's age adjusted by subtracting the number of weeks born early from chronological age, commonly used for premature infants during the first two to three years. It prevents over-identifying delay in skills still catching up.

Birth before 37 weeks of gestation, which raises risk for motor, respiratory, feeding, and developmental concerns. Teams often monitor these infants closely and interpret early milestones using adjusted rather than actual age.

The enduring emotional bond an infant forms with familiar caregivers, built through consistent, responsive caregiving. Secure attachment supports exploration, self-regulation, and later peer relationships, and it is a foundation for social-emotional development.

Back-and-forth interaction in which a baby signals through gestures, sounds, or gaze and an adult responds contingently. Repeated responsive exchanges build brain connections underlying language, attention, and social understanding.

The shared focus of a child and another person on the same object or event, often shown by pointing, following a point, or alternating gaze. It is a key precursor to word learning and social communication.

Ways infants communicate before words, including crying, cooing, babbling, gestures, and facial expressions. Assessing these behaviors helps teams identify communication risk and plan early intervention before speech emerges.

Deliberate use of a gesture, vocalization, or symbol to influence another person's attention or behavior, such as reaching up to be lifted. Its absence by about twelve months warrants closer look at communication development.

The developing capacity to manage arousal, attention, and emotional responses with increasing independence. Very young children rely on caregiver co-regulation first, then gradually use routines, words, and coping strategies themselves.

An adult's supportive scaffolding of a young child's emotional and behavioral control, through calm tone, proximity, naming feelings, and predictable routines. It precedes independent self-regulation and is central to early social-emotional intervention.

A child's relatively stable style of reacting and regulating, such as activity level, intensity, adaptability, and mood. Understanding temperament helps teams fit expectations and environments to the child rather than label behavior as misbehavior.

The match between a child's temperament and the demands, routines, and responses of caregivers and settings. A supportive fit reduces conflict and stress, while a poor fit may intensify challenging behavior without the child being at fault.

An approach that treats families as the primary decision-makers and experts on their child, building on strengths and priorities rather than professional agendas. It shapes goal setting, service delivery, and respectful communication across early intervention.

Settings where young children typically spend time, such as home, child care, and community places, where early intervention is delivered whenever appropriate. Services are embedded in everyday activities rather than isolated clinic rooms.

Embedding teaching and practice into everyday activities like meals, diapering, bath, and play, using the family's existing schedule. This promotes generalization and reduces reliance on separate therapy sessions.

Teaching target skills within ongoing classroom or home activities rather than in separate drills, using brief, distributed learning opportunities. It fits early childhood settings and increases the number of meaningful practice trials.

A written plan for a child under three in early intervention that documents present levels, family outcomes, services, settings, and timelines. It is reviewed regularly and centers family priorities alongside child development.

A legally required plan for a child found eligible for special education, stating present levels, measurable goals, services, accommodations, and placement. For preschoolers it may include supports in typical early childhood settings.

The process of helping a family access, organize, and coordinate early intervention and community services, including scheduling, referrals, and communication among providers. It reduces burden on families and prevents fragmented care.

The required system for identifying children who may need early intervention or special education, through public awareness, screening, and referral. It aims to reach eligible children who are not already known to services.

A brief, standardized check of a child's skills to flag possible delay and decide whether fuller evaluation is warranted. Screening is not diagnosis and should be repeated at recommended intervals.

A comprehensive, in-depth evaluation using multiple sources to determine whether a child meets eligibility criteria and to describe strengths and needs. It goes beyond screening and informs goal writing and intervention planning.

A group of professionals from different disciplines, such as education, speech-language, occupational therapy, and psychology, who assess and plan together. Coordination prevents conflicting recommendations and gives a fuller picture of the child.

A family's voluntary agreement to evaluation or services after receiving clear information about purpose, procedures, risks, and alternatives. Consent must be documented and can be withdrawn, and it is required before initial evaluation.

Legal protections for families in special education and early intervention, including notice, access to records, consent, complaint procedures, and impartial hearings. Staff must explain these rights in plain language families understand.

A required written explanation given to families before the school or agency proposes or refuses to change identification, evaluation, placement, or services. It must state the action, reasons, and options considered.

The requirement to educate children with disabilities alongside peers without disabilities to the maximum appropriate extent, with supports as needed. For preschoolers this often means participating in typical early childhood programs and activities.

Designing routines, materials, and interactions so children with and without disabilities learn together in the same setting with appropriate supports. It emphasizes membership, participation, and adaptation rather than separate placement.

Planning instruction with multiple ways to engage children, present information, and let them show what they know, so varied learners can participate. It reduces the need for later individual fixes and supports all children in a group.

Adjusting content, materials, support level, or expected response so a child can participate meaningfully in an activity. In early childhood it often means changing how a task is offered rather than removing it.

Temporary adult support, such as modeling, guiding hands, or simplifying a task, that lets a child succeed at a slightly challenging level. Support is faded as competence grows to avoid dependence.

The range of tasks a child can accomplish with sensitive adult or peer help but not yet alone. Instruction aimed within this range produces learning, while tasks far above or below it are inefficient.

An ordered set of cues from least to most intrusive, such as natural cue, verbal hint, gesture, model, and physical guidance, with planned fading. Using the least help needed preserves independence and reduces prompt dependence.

Planned cues delivered before or during a child's attempt, such as modeling or a verbal reminder, to increase correct responding. Prompts are faded systematically so the child responds to natural cues.

What happens immediately before a behavior, including setting events, instructions, transitions, or adult attention. Identifying antecedents helps teams adjust environments and prevent challenging behavior rather than react after it.

A structured process for identifying the purpose a challenging behavior serves, such as gaining attention, escaping demands, or obtaining an object. Results guide replacement skills and prevention strategies in a behavior support plan.

A proactive approach that redesigns environments, teaches replacement skills, and reinforces desired behavior instead of relying on punishment. It is individualized and grounded in the child's communication and sensory needs.

The developing ability to recognize and express feelings, calm down, cooperate, and build relationships with adults and peers. It is promoted through modeling, coaching, predictable routines, and structured play opportunities.

Any device or service that increases, maintains, or improves a young child's functioning, from simple switches and picture symbols to communication apps. Consideration is required in planning, including for very young children.

Methods other than speech used to express needs and ideas, such as pictures, signs, switches, or speech-generating devices. It supports communication access and does not prevent speech from developing.

A change to materials, routines, or expectations that lets a child with a disability participate more fully, such as a larger handle or a visual schedule. Adaptations are often simple and low-cost in early childhood settings.