Praxis Special Education: Early Childhood/Early Intervention study plan

Map typical development from birth to age 8 across motor, cognitive, communication, social-emotional, and adaptive domains, and write a one-page sequence chart of milestones at 6, 12, 18, 24, 36, and 60 months.

Distinguish developmental delay, atypical development, and disability categories as defined under IDEA Part C and Part B, listing the eligibility differences in a comparison table.

Explain how at-risk and established-risk conditions (e.g., prematurity, low birth weight, prenatal substance exposure) shape developmental trajectories and service needs.

Relate each major developmental domain to one early intervention or preschool instructional implication, and record the pairing in your notes.

Compare at least four evidence-based early intervention approaches (e.g., naturalistic developmental behavioral intervention, milieu teaching, embedded instruction, play-based intervention) and note the population and setting each fits.

Design a 15-minute embedded-learning activity that targets one communication goal inside a routine such as snack or handwashing.

Write three measurable IFSP/IEP goals that include a condition, observable behavior, and criterion, then self-check each against the SMART framework.

Identify how to scaffold a skill across prompt hierarchies (model, verbal cue, gesture, physical prompt) and plan a fading sequence for one target skill.

Sequence the steps of the family-centered early intervention process from referral through IFSP development and review, and annotate who is responsible at each step.

Explain the difference between family-centered and child-centered practice, and give two concrete examples of each in a home visit scenario.

Describe coaching and consultative models used with caregivers (e.g., joint planning, observation, action, reflection, feedback) and draft a short coaching cycle for one family routine.

Adapt one instructional strategy for a culturally and linguistically diverse family, including interpretation and translated-materials considerations.

Interpret the family systems concepts of roles, rules, boundaries, and coping patterns, and apply them to a written case vignette.

Explain informed consent, confidentiality, and the family's procedural safeguards under IDEA, listing at least five parental rights.

Compare screening, diagnostic, and progress-monitoring assessment purposes, and match each to an appropriate instrument type.

Describe the components of a comprehensive developmental evaluation (record review, interview, observation, standardized and curriculum-based measures) and the role of each.

Calculate and interpret standard scores, percentile ranks, and age-equivalents, then explain why age-equivalents mislead families and teams.

Evaluate a standardized tool's technical adequacy by reading its manual for norming sample, reliability coefficients, and validity evidence, and summarize findings in five bullets.

Design a functional behavior assessment plan (indirect measures, direct observation, ABC recording) for one challenging behavior in an early childhood setting.

Describe how to arrange a physical environment (traffic flow, defined centers, accessible materials, quiet space) that reduces triggers for the target behavior.

Build a positive behavior support plan with antecedent modifications, teaching of replacement skills, and consequence strategies matched to the FBA hypothesis.

Explain the Pyramid Model tiers (nurturing relationships, supportive environments, targeted social-emotional teaching, intensive individualized intervention) and place each plan component in the correct tier.

Select three social-emotional teaching strategies (e.g., emotion labeling, turtle technique, problem-solving steps) and script how each would be modeled during a daily routine.

Plan transition supports between activities and settings, including visual schedules, warnings, and songs, and note how each reduces anxiety.

Describe the roles and collaboration protocols among families, teachers, related service providers, and community agencies in early intervention and preschool settings.

Outline the legal and ethical obligations of mandated reporting, including indicators of abuse and neglect and the reporting sequence.

Explain how to run a collaborative team meeting: agenda setting, consensus building, documenting decisions, and resolving disagreement.

Identify strategies for resolving conflict with families and colleagues while preserving the family's role as decision-maker.

Complete two full-length timed practice tests and log every missed item by domain and error type (content gap, misread, reasoning error).

Re-teach the three weakest subareas identified from practice-test error logs, using notes and a written self-explanation for each miss.

Recite from memory the defining features of IDEA Part C and Part B, IFSP versus IEP, and the eligibility and procedural-safeguard requirements.

Draft a one-page exam-day strategy covering pacing, flag-and-return, and handling scenario questions about families and teams.