Free PECT Special Education PreK–8 Module 2 (Test 012) Study Guide

What Is DAP?

Developmentally Appropriate Practice (DAP) is a framework from the National Association for the Education of Young Children (NAEYC) that guides high-quality early childhood programs. It is the gold standard for working with children from birth through age 8.

• Age-appropriateness: Curriculum and expectations are based on what is known about typical child development at each age
• Individual appropriateness: Instruction is tailored to each child's unique strengths, needs, interests, abilities, and learning styles — this aligns directly with IEP individualization
• Social and cultural appropriateness: Learning is meaningful within the child's family and community context

DAP in special education: Students with disabilities are entitled to instruction that is both developmentally appropriate AND addresses their disability-related needs. The IEP goals and SDI must be layered onto a DAP foundation — not replacing play-based and exploratory learning with rote drill.

DAP Practices That Support Inclusion

• Learning centers: Structured play areas (block center, dramatic play, art, sensory, library) allow children to choose and explore at their own developmental level
• Small group instruction: More individualized than whole-group; allows scaffolding and targeted IEP skill practice within a natural context
• Child-initiated learning: Following the child's interests and lead promotes engagement and motivation — critical for children with ASD and intellectual disabilities
• Integrated curriculum: Learning across domains (literacy, math, science, social studies, arts) embedded in play and project-based activities
• Outdoor and movement-based learning: Essential for young children's physical development and learning; can be adapted for children with motor disabilities

Physical Environment Design

• Clear boundaries: Defined learning areas with visible, consistent boundaries reduce confusion and support transitions for children with ASD, ADHD, and intellectual disabilities
• Reduced visual clutter: Overly stimulating environments can be overwhelming for children with sensory sensitivities — thoughtful display of materials supports focus
• Accessibility: Pathways must accommodate wheelchairs and walkers; materials must be reachable by all students; adapted seating (wedge cushions, stability balls) for children who need sensory input or positioning support
• Quiet spaces: A designated calm-down area or sensory break space for children who become dysregulated — especially important for students with ASD and emotional disturbance
• Natural light and acoustics: Reduce fluorescent lighting glare; address acoustics for students with hearing loss — FM systems, soundfield systems

Visual Schedules and Predictable Routines

Visual schedules are among the most powerful tools for young children with disabilities, particularly those with ASD, intellectual disabilities, and language delays:

• Why they work: Young children have limited language and executive functioning; visual schedules represent the daily routine in a concrete, permanent format that the child can reference independently
• Formats: Object schedules (for children with limited symbol understanding), photograph schedules, picture symbol schedules, written word schedules — match to the child's communication level
• Implementation: Review the schedule at the start of the day and before each transition; use first-then boards for managing short-term expectations; "finished" cue (flipping the card over or placing it in an envelope) signals completion
• Transition supports: 5-minute warnings, visual timers (Time Timer), transition songs, "all done" cues — reduce transition anxiety for children with ASD and sensory sensitivities
• Predictable routines: Consistent daily structure reduces anxiety, decreases challenging behavior at transitions, and builds the self-regulation skills children need for learning

PBIS Framework in PreK–8

PBIS is a multi-tiered, evidence-based framework for improving social, emotional, and behavioral outcomes for all students by using data-driven, preventive approaches.

• Tier 1 (Universal): School-wide and classroom-wide practices for ALL students — teaching behavioral expectations explicitly, using consistent routines, providing frequent positive acknowledgment (behavior-specific praise)
• Tier 2 (Targeted): Small-group interventions for 10–15% of students who need more support — check-in/check-out (CICO) systems, social skills groups, increased adult attention and structure
• Tier 3 (Intensive): Individualized behavior support for 5% of students — requires FBA and a comprehensive BIP; involves special education team

PBIS Practices for Young Children

• Teaching expectations explicitly: Young children cannot infer rules — expectations must be directly taught, modeled, and practiced repeatedly ("When we are in circle, we sit on our bottom and eyes are here")
• Positive reinforcement: Specific, immediate praise ("I love how Marcus is sitting ready!"); token economies (sticker charts) for young children; natural reinforcers (access to preferred activities)
• Behavior-specific praise: More effective than generic praise — "You used your words to ask for the toy — that's respectful!" tells the child exactly what they did right
• Proactive strategies: Prevent challenging behavior by considering antecedents (what happened before the behavior) — modify the environment or schedule before using reactive consequences
• Natural consequences: Whenever possible, use natural and logical consequences rather than arbitrary punishment — but ensure consequences are safe, reasonable, and proportionate for young children

Functional Behavioral Assessment Process

The FBA is required before developing a Behavior Intervention Plan (BIP) for any student whose behavior significantly impedes learning. For young children, the process is adapted to be developmentally sensitive:

• Step 1: Define the behavior — Observable, measurable terms ("throws materials" rather than "has a tantrum")
• Step 2: Collect data — ABC observations (Antecedent, Behavior, Consequence); scatter plots (when does the behavior occur most?); interview teacher and family; review records
• Step 3: Identify the function — Why is the child engaging in this behavior?
  • Attention: Behavior gets adult or peer attention
  • Escape/Avoidance: Behavior gets the child out of a task or situation
  • Sensory/Automatic: Behavior provides sensory input or is self-stimulatory
  • Access to tangibles: Behavior gets the child access to a desired object or activity
• Step 4: Develop a hypothesis — "When [antecedent], the child engages in [behavior] in order to [function]"

Behavior Intervention Plan (BIP) for Young Children

A BIP is based on the FBA and must address the identified function. It has three parts:

• Antecedent strategies: Modify the environment or routine to prevent the behavior from occurring — adjust the trigger
  • Example: If a child throws materials to escape a difficult task, offer shorter tasks, more support, or choice in task order
• Teaching a replacement behavior: Teach a functionally equivalent, more appropriate behavior — one that achieves the same function
  • Example: Teach the child to request a break using a "break card" or PECS symbol instead of throwing materials
• Consequence strategies: Reinforce the replacement behavior; respond to the challenging behavior in a way that does not inadvertently reinforce it
  • Example: Provide a brief break contingent on the break card request (reinforcing); do not provide a break immediately after throwing (avoid reinforcing the problem behavior)

Universal Design for Optimal Learning Environments

• Design spaces and materials to be accessible and supportive for all learners — not retrofitted accommodations for individuals
• Consider sensory needs (lighting, noise level, temperature), mobility (wheelchair access, adapted seating), and communication (visual supports, AAC devices available throughout the room)
• Flexible seating options: floor cushions, wobble stools, standing desks, fidget tools — normalize movement and sensory support for all children
• Multi-sensory materials: books with textures, math manipulatives, science specimens — benefit all learners, especially those with sensory processing differences or learning disabilities