Exploring Behavioral Continuums in Early Childhood and Special Education Settings

Dr. Michela Carattini, Dr. Joseph Morgan
JAASEP 21(3) (2026) 1-17

This study investigates early childhood educators ability to distinguish between developmentally appropriate and disruptive behaviors in diverse early education settings. Utilizing a Delphi method with a panel of experts, the research explores concepts of behavioral interpretation, collaborative decision-making, and developmentally informed intervention planning across Wakschlag’s developmental domains: Emotional Regulation, Internalization of Rules, Aggression Modulation, and Empathy and Conscience. Findings highlight the persistent challenges interdisciplinary teams may face in identifying nuanced behavioral differences, compounded by cultural and individual variability. The study underscores the need for structured developmental frameworks that support collaborative, developmentally informed decision-making within early childhood and special education settings.
Keywords: Developmentally appropriate behavior, Disruptive behaviors, Teacher knowledge, Teacher perceptions, Collaborative decision-making, Behavioral development, Social-emotional development.

DOI: https://doi.org/10.64546/jaasep.609