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100+ Free Praxis Special Education: Early Childhood/Early Intervention Practice Questions

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Which best reflects an embedded learning opportunity for a child working on a grasping goal?

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B
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2026 Statistics

Key Facts: Praxis Special Education: Early Childhood/Early Intervention Exam

120

Selected-Response Questions (Official)

ETS Praxis 5692 test page

2 hours

Testing Time

ETS Praxis 5692 test page

$130

Subject Assessment Fee

ETS Praxis Information Bulletin

169

ETS Median Score

ETS Praxis 5692 score information

Birth-Grade 3

Learner Age Range Covered

ETS Praxis 5692 study companion

100

Free Practice Questions Here

OpenExamPrep practice bank

ETS lists Praxis 5692 as a 120-question, 2-hour selected-response test with no constructed-response section, with a $130 fee. Passing scores are set by states; the ETS median is about 169. The blueprint weights Child Development and Early Learning at 21%, Curriculum, Planning, and Instruction at 25%, Assessment at 20%, Partnering and Collaborating at 18%, and Legal and Ethical Practices and Professionalism at 16%. This free bank provides 100 practice questions aligned to those categories with full explanations.

Sample Praxis Special Education: Early Childhood/Early Intervention Practice Questions

Try these sample questions to test your Praxis Special Education: Early Childhood/Early Intervention exam readiness. Each question includes a detailed explanation. Start the interactive quiz above for the full 100+ question experience with AI tutoring.

1By approximately what age do most typically developing children take their first independent steps without support?
A.6 months
B.12 months
C.9 months
D.24 months
Explanation: Independent walking typically emerges around 12 months, with a normal range of roughly 9-15 months. Knowing this milestone window helps early interventionists distinguish typical variation from a possible delay warranting evaluation.
2Which theorist is most associated with the sociocultural concept of the zone of proximal development?
A.Jean Piaget
B.Erik Erikson
C.Burrhus Frederic Skinner
D.Lev Vygotsky
Explanation: Vygotsky's sociocultural theory introduced the zone of proximal development, the gap between what a child can do alone and what the child can do with skilled support. This idea underpins scaffolding and adult-child mediated learning in early intervention.
3Under IDEA, which part authorizes early intervention services for infants and toddlers from birth through age 2?
A.Part C
B.Part A
C.Part B
D.Part D
Explanation: IDEA Part C governs early intervention services for children birth through age 2 and their families, delivered through an Individualized Family Service Plan. Part B Section 619 covers preschoolers ages 3-5.
4The written plan that guides services for an infant or toddler and family under IDEA Part C is called the:
A.Individualized Education Program (IEP)
B.Individualized Family Service Plan (IFSP)
C.504 Plan
D.Behavior Intervention Plan (BIP)
Explanation: Part C services are driven by the Individualized Family Service Plan, which centers family priorities, child outcomes, and natural environments. An IEP is the corresponding document used under Part B for children ages 3 and older.
5In Bronfenbrenner's ecological systems theory, the child's immediate family and classroom belong to which system?
A.Microsystem
B.Mesosystem
C.Exosystem
D.Macrosystem
Explanation: The microsystem includes the settings in which the child directly participates, such as family, classroom, and child care. Recognizing nested systems helps interventionists see how broader contexts indirectly shape a child's development.
6Embedding a child's communication goal into snack time and circle time rather than teaching it in an isolated pull-out session best illustrates:
A.Massed trial drill
B.Embedded instruction within naturally occurring routines
C.Norm-referenced assessment
D.Standardized direct instruction
Explanation: Embedded instruction inserts brief, systematic learning opportunities into existing classroom routines and activities so skills are taught in functional, meaningful contexts. This approach aligns with DEC recommended practices and naturalistic intervention.
7A developmental screening tool is primarily designed to:
A.Determine a specific medical diagnosis
B.Write measurable IEP goals
C.Replace a comprehensive eligibility evaluation
D.Quickly identify children who may need further evaluation
Explanation: Screening is a brief, low-cost procedure used to flag children who may be at risk and should receive a more in-depth evaluation. It does not diagnose or determine eligibility by itself.
8Which practice best reflects family-centered early intervention?
A.The family's priorities, concerns, and resources guide service planning
B.The professional decides goals and informs the family of the plan
C.Services are delivered only in a clinic to ensure consistency
D.The child is the sole focus and family involvement is minimized
Explanation: Family-centered practice treats the family as the constant in the child's life and partners with caregivers so their priorities, concerns, and resources shape outcomes and services. This is a core principle of IDEA Part C and DEC recommended practices.
9Universal Design for Learning (UDL) in an inclusive preschool primarily means:
A.Providing one uniform activity for all children
B.Removing children with disabilities to a separate room
C.Designing flexible options for engagement, representation, and action from the start
D.Lowering expectations for children with delays
Explanation: UDL proactively builds in multiple means of engagement, representation, and action and expression so the curriculum is accessible to the widest range of learners without retrofitting. It reduces the need for individual accommodations by anticipating variability.
10Erikson's psychosocial stage for infancy (birth to about 18 months) centers on the conflict of:
A.Initiative versus guilt
B.Trust versus mistrust
C.Industry versus inferiority
D.Autonomy versus shame and doubt
Explanation: In Erikson's first stage, consistent, responsive caregiving helps infants develop basic trust, while inconsistent care fosters mistrust. This stage underscores why responsive caregiving and attachment are emphasized in infant early intervention.

About the Praxis Special Education: Early Childhood/Early Intervention Exam

Praxis Special Education: Early Childhood/Early Intervention (5692) is the ETS subject assessment used by many states for early childhood special education and early intervention licensure. Built on CEC early-interventionist and early-childhood-special-education standards, it covers learners from birth through grade 3 across child development, curriculum and instruction, assessment, partnering with families, and legal and ethical professionalism.

Assessment

120 selected-response, no constructed-response (official ETS); this practice bank is 100 selected-response items

Time Limit

2 hours

Passing Score

Varies by state (ETS median 169)

Exam Fee

$130 (ETS (Educational Testing Service))

Praxis Special Education: Early Childhood/Early Intervention Exam Content Outline

21%

Child Development and Early Learning

Typical and atypical development from birth through age 8 across domains, developmental milestones, risk and resilience, early brain development, and theories including Piaget, Vygotsky, Erikson, attachment, and Bronfenbrenner's ecological model.

25%

Curriculum, Planning, and Instruction

Developmentally appropriate practice and DEC recommended practices, naturalistic and embedded instruction, activity-based and routines-based intervention, IFSP and IEP development, UDL, assistive technology, early literacy and numeracy, and play-based intervention.

20%

Assessment

Screening, eligibility evaluation, authentic and play-based assessment, curriculum-based assessment, progress monitoring, family-centered assessment, child-find, and arena assessment.

18%

Partnering and Collaborating

Family-centered practice, family systems, IFSP teaming, transdisciplinary and interdisciplinary teams, transitions from Part C to Part B 619 to kindergarten, interagency collaboration, cultural responsiveness, and caregiver coaching.

16%

Legal and Ethical Practices and Professionalism

IDEA Part C and Part B Section 619, FERPA, FAPE, LRE and natural environments, procedural safeguards, the DEC and CEC codes of ethics, reflective practice, advocacy, and mandated reporting.

How to Pass the Praxis Special Education: Early Childhood/Early Intervention Exam

What You Need to Know

  • Passing score: Varies by state (ETS median 169)
  • Assessment: 120 selected-response, no constructed-response (official ETS); this practice bank is 100 selected-response items
  • Time limit: 2 hours
  • Exam fee: $130

Keys to Passing

  • Complete 500+ practice questions
  • Score 80%+ consistently before scheduling
  • Focus on highest-weighted sections
  • Use our AI tutor for tough concepts

Praxis Special Education: Early Childhood/Early Intervention Study Tips from Top Performers

1Weight your study time by the official blueprint: Curriculum, Planning, and Instruction is the largest category at 25%, so prioritize embedded, activity-based, and routines-based intervention and IFSP/IEP development.
2Master the IFSP versus IEP distinction cold: the IFSP serves birth-to-2 under Part C with family outcomes and natural environments, while the IEP serves ages 3-21 under Part B with educational goals.
3Memorize key IDEA Part C timelines and principles, including the 45-day evaluation-to-IFSP window, the 6-month IFSP review, natural environments, and the Part C to Part B transition before age 3.
4Connect development theory to practice: be ready to apply Piaget, Vygotsky, Erikson, attachment, and Bronfenbrenner to real classroom and home-visit scenarios rather than just defining them.
5Practice family-centered and culturally responsive scenarios, since many items ask for the best collaborative response rather than a single factual recall answer.

Frequently Asked Questions

How is Praxis 5692 different from Praxis 5354 (Special Education: Core Knowledge and Applications)?

Praxis 5692 focuses specifically on early childhood special education and early intervention for children from birth through about age 8, including IFSP and IDEA Part C content. Praxis 5354 assesses broad special education core knowledge that applies across the full K-12 span. Choose the test that matches your state's licensure area; many early childhood special education candidates need 5692 rather than 5354.

How is Praxis 5692 different from Praxis 5543 and 5545?

The 5543 and 5545 tests cover preschool or preschool-and-early-childhood special education without the same emphasis on birth-to-2 early intervention. Praxis 5692 is the Early Childhood/Early Intervention test that explicitly spans birth through grade 3 and gives substantial weight to IDEA Part C, IFSP development, and family-centered early intervention. Always confirm the exact code your state requires before registering.

How many questions are on Praxis 5692 and how long is it?

ETS lists the official Praxis 5692 test as 120 selected-response questions with no constructed-response section, delivered by computer in a 2-hour testing session. This free practice bank provides 100 selected-response items aligned to the same five content categories.

What passing score do I need on Praxis 5692?

ETS does not set a single national qualifying score for Praxis 5692; states and licensing agencies set their own cut scores. The ETS median is about 169, with typical state requirements falling roughly in the 161-177 range. Confirm the exact passing score for your state before you register.

How much does the Praxis 5692 test cost?

The current ETS fee for this selected-response Praxis Subject Assessment is $130. Your final checkout total can vary if you add optional services, so confirm the amount in your ETS account before paying.

What standards is Praxis 5692 based on?

Praxis 5692 is built on the Council for Exceptional Children early-interventionist and early-childhood-special-education professional preparation standards. Expect items grounded in DEC recommended practices, IDEA Part C and Section 619, IFSP development, and family-centered, naturalistic intervention for young children.