Practice guidelines for early childhood education (ECE) and clinical autism interventions (Naturalistic Developmental Behavioral Intervention, NDBI) have emerged separately in history, represent different disciplines, and operate within different service systems in the United States. This article identifies priorities, principles, and practices…

The early childhood professionals recognize the limitations of conventional testing with young children. This recognition has given rise to Authentic Assessment, now recognized officially as best practice by the major professional organizations. However, no national studies have been conducted to document the comparative qualities of either…

Differential outcome and differential response to research-based interventions are challenging issues for researchers, teachers, and families of young children with autism spectrum disorder (ASD). In this article, the authors present information on responders to an early education program, Project DATA (Developmentally Appropriate Treatment for…

As part of a continuing dialog, this response to Johnson and McChesney Johnson (1992) focuses on the many areas of overlap between principles of Developmentally Appropriate Practice and current early childhood special education principles of early intervention. (Author/DB)

As part of a continuing dialog, this response to Carta et al. (EC 607 082) raises questions about the comparability of early childhood special education and Developmentally Appropriate Practice principles and examines philosophical differences over the meaning of integration of curriculum and assessment and the importance of active engagement. (DB)

Forty-eight portfolio projects were completed by 65 urban, infant-toddler childcare workers who participated in a professional development program designed to increase the quality of childcare for children with and without disabilities. Results indicated a significantly higher number of strengths-based themes in child stories written after…

This article presents a conceptual framework based on an intervention hierarchy to assist in deciding how to promote the peer interactions of young children with peer-related social competence difficulties in natural environments. It discusses making developmentally appropriate and inclusive early childhood programs the foundation for improved…

This article contrasts the philosophies of early childhood special education and early childhood education and discusses a service delivery approach, known as activity-based intervention, which combines strategies for both fields and utilizes behavior analytic techniques within child-directed activities. (Author/DB)

Five principles of learning for young children with handicaps (functioning below a developmental age of one year) are presented, with descriptions of strategies that can be used to facilitate ascendance to higher levels of cognitive-social-communicative functioning. The principles include frequent adult-child interactions, meaningful context for…

This paper asserts that the educational philosophy of early childhood education (ECE) emphasizes child-directed instruction based on children's interests, whereas early childhood special education emphasizes teacher-directed activities that promote the acquisition of specific developmental skills. Research on parent-child interaction that points…

This paper describes (1) common misconceptions about developmentally appropriate practices; (2) areas in which convergence between general and special early childhood education can be achieved; and (3) current collaborative efforts between the two disciplines (e.g., individually appropriate practices, emphasis on early intervention,…

The perspectives of 241 multi-discipline early interventionists were elicited by asking them to describe three wishes they would make to change early intervention to ensure quality services. With few exceptions, practitioner perspectives conflicted with accepted early intervention best practices such as family-centered interventions or provision…

This article presents strategies for early intervention in integrated settings for children with disabilities. The strategies attempt to follow principles of both developmentally appropriate practice and effective special education. Strategies are grouped into four categories: (1) attention and responsiveness to the child; (2) environmental…

This article discusses assessment and intervention efforts for young children with disabilities, based on an approach to children's peer-related social competence which stresses developmentally appropriate practices. Application of the model to children with Down's syndrome illustrates the model's appropriateness to the special needs of children…

This article reviews the rationales and premises of the Developmentally Appropriate Practice (DAP) approach and early childhood special education (ECSE), highlighting areas of overlap. DAP's insufficiencies for planning, implementing, and evaluating ECSE programs are noted. A selective literature review clarifies issues separating the two areas,…