Early Signs and Early Behavioral Intervention of Challenging Behavior

Abstract

This chapter summarizes research on the emergence of challenging behavior and early behavioral intervention for the treatment of challenging behavior in young children with Intellectual Disability (ID). Biological and learning theories related to the emergence of challenging behavior and risk factors for challenging behavior, which include a variety of constitutional (e.g. intelligence quotient, syndrome, adaptive behavior deficits) and environmental variables (e.g. reinforcement contingencies), are reviewed. Literature related to precursor behaviors that reliably predict challenging behavior is also reviewed. Data support the use of behavioral intervention to reduce challenging behavior in young children with ID. A two-phase model involving functional analysis followed by function-based treatments appears to produce the largest effect sizes. Additional research is required to establish the utility of preventing challenging behavior by reducing risk factors and/or through the treatment of precursor behavior. Future research should also aim to more fully explore child characteristics that might predict intervention outcomes.