ABSTRACT
This chapter identifies domains of behavior and examples within each, and aims to differentiate between discrete and chained behaviors, and provide examples of each. Many practitioners consider behavior in domains defined by federal law in relation to developmental delay—social, communication, physical, adaptive, and cognitive skills. The chapter outlines six slightly different domains relevant to early childhood settings; additional domains may be important for some children in some settings, and many behaviors important in early childhood settings may be categorized as occurring in multiple domains. Domains include: social-emotional, prerequisite behaviors for school success, pre-academic, play and leisure, self-help, and movement and physical activity behaviors. In coordination with learning standards and curricula, ecological assessments are helpful tools for determining which behaviors would be useful for a child to demonstrate in their current contexts. A curriculum specifies the scope and the sequence of instruction. Most behaviors across domains can be categorized as discrete or chained.
