{"id":154,"date":"2025-12-31T18:50:53","date_gmt":"2025-12-31T18:50:53","guid":{"rendered":"https:\/\/pressbooks.palomar.edu\/childguidance\/?post_type=chapter&#038;p=154"},"modified":"2026-05-21T17:13:28","modified_gmt":"2026-05-21T17:13:28","slug":"applying-guidance-to-young-children","status":"publish","type":"chapter","link":"https:\/\/pressbooks.palomar.edu\/childguidance\/chapter\/applying-guidance-to-young-children\/","title":{"raw":"Applying Guidance to Young Children","rendered":"Applying Guidance to Young Children"},"content":{"raw":"<h2>A Summary<\/h2>\r\nThis chapter attempted to summarize and provide useful information on the most common differences or disabilities that young children might have. When guiding children, our ability to deal with children\u2019s inappropriate behavior can improve dramatically when we understand and realize that the problem behavior is due to a physical, mental, or emotional problem that the child cannot control. They are not doing it \u201con purpose\u201d. (This actually is a healthy way to look at all misbehavior, whether stemming from a disability or not, but I digress.) As we will discuss later, understanding why something is happening can free us from judgment about it and allow us to choose appropriate responses clearly.\r\n\r\nHopefully, this chapter has also helped you recognize children who may need to be referred for professional screening. When there are disabilities, early intervention is often key to dealing with the symptoms and consequences a disorder can bring. The word disability is used in legal, diagnostic, and clinical settings in the process of assessing children for medical, physical, cognitive, psychological, or other conditions in order to allow them to access needed support and services.\r\n\r\nMany believe the word disability focuses on inadequacy and prefer using ability difference. We, in early childhood education, know that all of us have ability differences and that each of us has strengths and gifts to give to the world. I hope this chapter has allowed you to be better prepared to welcome and appreciate all the children\u2019s gifts you will receive in your classrooms and care. The last thing, contained below, is a summary checklist you may find useful.\r\n<h3>IEP\/IFSP Quick Checklist for Teachers<\/h3>\r\n<h4>Observation &amp; Documentation<\/h4>\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Record behaviors, skills, and strengths across routines and settings.<\/li>\r\n \t<li style=\"font-weight: 400\">Note triggers, effective supports, and response to instruction.<\/li>\r\n \t<li style=\"font-weight: 400\">Keep objective examples ready for team meetings.<\/li>\r\n<\/ul>\r\n<h4>Instruction &amp; Accommodation Planning<\/h4>\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Use structured, predictable routines and visual supports.<\/li>\r\n \t<li style=\"font-weight: 400\">Embed learning in natural play and daily activities.<\/li>\r\n \t<li style=\"font-weight: 400\">Apply task analysis, repetition, and multisensory instruction.<\/li>\r\n \t<li style=\"font-weight: 400\">Implement positive behavior supports and social-emotional strategies.<\/li>\r\n<\/ul>\r\n<h4>Collaboration &amp; Communication<\/h4>\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Share observations with families, specialists, and support staff.<\/li>\r\n \t<li style=\"font-weight: 400\">Participate actively in IEP\/IFSP meetings; bring concrete examples.<\/li>\r\n \t<li style=\"font-weight: 400\">Ensure all accommodations (seating, technology, sensory tools) are in place.<\/li>\r\n \t<li style=\"font-weight: 400\">Check regularly on goal progress; update strategies as needed.<\/li>\r\n<\/ul>\r\n<h4>Sample IEP\/IFSP Goal Prompts<\/h4>\r\n<ul>\r\n \t<li style=\"font-weight: 400\">\u201cChild will follow a two-step direction in the classroom with 80% accuracy over 2 weeks.\u201d<\/li>\r\n \t<li style=\"font-weight: 400\">\u201cChild will use a visual schedule to transition independently between activities 4 out of 5 times.\u201d<\/li>\r\n \t<li style=\"font-weight: 400\">\u201cChild will engage in a cooperative play activity with peers for 5 minutes, three times per week.\u201d<\/li>\r\n<\/ul>\r\n<h4>Key Reminders<\/h4>\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Focus on strengths and abilities, not just challenges.<\/li>\r\n \t<li style=\"font-weight: 400\">Collaborate closely with families and specialists.<\/li>\r\n \t<li style=\"font-weight: 400\">Use inclusive strategies so every child participates meaningfully.<\/li>\r\n \t<li style=\"font-weight: 400\">Document progress consistently for data-informed decisions.<\/li>\r\n<\/ul>\r\n\r\n<hr \/>\r\n\r\n<h2>References<\/h2>\r\n<ol>\r\n \t<li>American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author.<\/li>\r\n \t<li>Individuals with Disabilities Education Act, 20 U.S.C. \u00a7 1412(a)(5).<\/li>\r\n \t<li>National Center for Education Statistics. (FastFacts). (2024). Fast facts: Students with disabilities. https:\/\/nces.ed.gov\/fastfacts\/display.asp?id=64.<\/li>\r\n \t<li>National Center for Learning Disabilities (NCLD). (n.d.). Specific learning disabilities: Understand the issues. https:\/\/ncld.org\/understand-the-issues\/<\/li>\r\n \t<li>Schalock, R. L., Borthwick-Duffy, S. A., Bradley, V. J., Buntinx, W. H. E., Coulter, D. L., Craig, E. M., \u2026 Yeager, M. H. (2021). Intellectual disability: Definition, classification, and systems of supports (12th ed.). Washington, DC: American Association on Intellectual and Developmental Disabilities.<\/li>\r\n \t<li>Wang, M. C., &amp; Baker, E. T. (1986). Mainstreaming programs: Design features and effects. The Journal of Special Education, 19(4), 503\u2013521.<\/li>\r\n \t<li>Yell, M. L., Shriner, J. G., &amp; Katsiyannis, A. (2006). Individuals with Disabilities Education Improvement Act of 2004 and IDEA regulations of 2006: Implications for educators, administrators, and teacher trainers. Focus on Exceptional Children, 39(1), 1\u201324.<\/li>\r\n<\/ol>","rendered":"<h2>A Summary<\/h2>\n<p>This chapter attempted to summarize and provide useful information on the most common differences or disabilities that young children might have. When guiding children, our ability to deal with children\u2019s inappropriate behavior can improve dramatically when we understand and realize that the problem behavior is due to a physical, mental, or emotional problem that the child cannot control. They are not doing it \u201con purpose\u201d. (This actually is a healthy way to look at all misbehavior, whether stemming from a disability or not, but I digress.) As we will discuss later, understanding why something is happening can free us from judgment about it and allow us to choose appropriate responses clearly.<\/p>\n<p>Hopefully, this chapter has also helped you recognize children who may need to be referred for professional screening. When there are disabilities, early intervention is often key to dealing with the symptoms and consequences a disorder can bring. The word disability is used in legal, diagnostic, and clinical settings in the process of assessing children for medical, physical, cognitive, psychological, or other conditions in order to allow them to access needed support and services.<\/p>\n<p>Many believe the word disability focuses on inadequacy and prefer using ability difference. We, in early childhood education, know that all of us have ability differences and that each of us has strengths and gifts to give to the world. I hope this chapter has allowed you to be better prepared to welcome and appreciate all the children\u2019s gifts you will receive in your classrooms and care. The last thing, contained below, is a summary checklist you may find useful.<\/p>\n<h3>IEP\/IFSP Quick Checklist for Teachers<\/h3>\n<h4>Observation &amp; Documentation<\/h4>\n<ul>\n<li style=\"font-weight: 400\">Record behaviors, skills, and strengths across routines and settings.<\/li>\n<li style=\"font-weight: 400\">Note triggers, effective supports, and response to instruction.<\/li>\n<li style=\"font-weight: 400\">Keep objective examples ready for team meetings.<\/li>\n<\/ul>\n<h4>Instruction &amp; Accommodation Planning<\/h4>\n<ul>\n<li style=\"font-weight: 400\">Use structured, predictable routines and visual supports.<\/li>\n<li style=\"font-weight: 400\">Embed learning in natural play and daily activities.<\/li>\n<li style=\"font-weight: 400\">Apply task analysis, repetition, and multisensory instruction.<\/li>\n<li style=\"font-weight: 400\">Implement positive behavior supports and social-emotional strategies.<\/li>\n<\/ul>\n<h4>Collaboration &amp; Communication<\/h4>\n<ul>\n<li style=\"font-weight: 400\">Share observations with families, specialists, and support staff.<\/li>\n<li style=\"font-weight: 400\">Participate actively in IEP\/IFSP meetings; bring concrete examples.<\/li>\n<li style=\"font-weight: 400\">Ensure all accommodations (seating, technology, sensory tools) are in place.<\/li>\n<li style=\"font-weight: 400\">Check regularly on goal progress; update strategies as needed.<\/li>\n<\/ul>\n<h4>Sample IEP\/IFSP Goal Prompts<\/h4>\n<ul>\n<li style=\"font-weight: 400\">\u201cChild will follow a two-step direction in the classroom with 80% accuracy over 2 weeks.\u201d<\/li>\n<li style=\"font-weight: 400\">\u201cChild will use a visual schedule to transition independently between activities 4 out of 5 times.\u201d<\/li>\n<li style=\"font-weight: 400\">\u201cChild will engage in a cooperative play activity with peers for 5 minutes, three times per week.\u201d<\/li>\n<\/ul>\n<h4>Key Reminders<\/h4>\n<ul>\n<li style=\"font-weight: 400\">Focus on strengths and abilities, not just challenges.<\/li>\n<li style=\"font-weight: 400\">Collaborate closely with families and specialists.<\/li>\n<li style=\"font-weight: 400\">Use inclusive strategies so every child participates meaningfully.<\/li>\n<li style=\"font-weight: 400\">Document progress consistently for data-informed decisions.<\/li>\n<\/ul>\n<hr \/>\n<h2>References<\/h2>\n<ol>\n<li>American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author.<\/li>\n<li>Individuals with Disabilities Education Act, 20 U.S.C. \u00a7 1412(a)(5).<\/li>\n<li>National Center for Education Statistics. (FastFacts). (2024). Fast facts: Students with disabilities. https:\/\/nces.ed.gov\/fastfacts\/display.asp?id=64.<\/li>\n<li>National Center for Learning Disabilities (NCLD). (n.d.). Specific learning disabilities: Understand the issues. https:\/\/ncld.org\/understand-the-issues\/<\/li>\n<li>Schalock, R. L., Borthwick-Duffy, S. A., Bradley, V. J., Buntinx, W. H. E., Coulter, D. L., Craig, E. M., \u2026 Yeager, M. H. (2021). Intellectual disability: Definition, classification, and systems of supports (12th ed.). Washington, DC: American Association on Intellectual and Developmental Disabilities.<\/li>\n<li>Wang, M. C., &amp; Baker, E. T. (1986). Mainstreaming programs: Design features and effects. The Journal of Special Education, 19(4), 503\u2013521.<\/li>\n<li>Yell, M. L., Shriner, J. G., &amp; Katsiyannis, A. (2006). Individuals with Disabilities Education Improvement Act of 2004 and IDEA regulations of 2006: Implications for educators, administrators, and teacher trainers. Focus on Exceptional Children, 39(1), 1\u201324.<\/li>\n<\/ol>\n","protected":false},"author":17,"menu_order":3,"template":"","meta":{"pb_show_title":"on","pb_short_title":"Guidance Summary","pb_subtitle":"","pb_authors":["ken-breeding"],"pb_section_license":"cc-by-nc"},"chapter-type":[49],"contributor":[61],"license":[56],"class_list":["post-154","chapter","type-chapter","status-publish","hentry","chapter-type-numberless","contributor-ken-breeding","license-cc-by-nc"],"part":148,"_links":{"self":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/chapters\/154","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/wp\/v2\/users\/17"}],"version-history":[{"count":3,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/chapters\/154\/revisions"}],"predecessor-version":[{"id":450,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/chapters\/154\/revisions\/450"}],"part":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/parts\/148"}],"metadata":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/chapters\/154\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/wp\/v2\/media?parent=154"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/chapter-type?post=154"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/wp\/v2\/contributor?post=154"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/wp\/v2\/license?post=154"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}