Activity-Based Intervention and Developmentally Appropriate Practice

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Abstract
In the current controversy over the appropriateness of using developmentally appropriate practice (DAP) with young children with disabilities, the philosophies of early childhood special education (ECSE) and early childhood education (ECE) have frequently been characterized as incompatible. This article contrasts the differences between the two disciplines and discusses a service delivery approach, known as activity-based intervention (ABI). Combining strategies from both ECSE and ECE, this model utilizes behavior analytic techniques within child-directed activities. Although ABI and DAP appear to be compatible in many ways, DAP's emphasis on emotional development creates a dilemma. In part, because emotional development is difficult to evaluate, it has not been a focus of ECSE. This dilemma, as well as its implications for intervention, is discussed. It is argued that the continued comparison and integration of the philosophies of ECE and ECSE may enhance education for all young children.

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