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Preventing Challenging Behaviour through the Management of Instructional Antecedents
Developmental Disabilities Bulletin (2006)
  • John J. Wheeler, Tennessee Technological University
  • Stacy L. Carter, Tennessee Technological University
  • Michael R. Mayton, West Virginia University
  • Morgan Chitiyo, Southern Illinois University Carbondale
Several methods for evaluating the influence of antecedents on challenging behaviour have been described in the literature, however the portability of these methods within the classroom has been questionable. The purpose of this paper will be to provide a practical understanding of evidence-based practices used in the assessment and management of instructional antecedents. The importance of understanding the relationship between instructional antecedents and desired learner responses will be examined within the context of two adolescent learners with developmental disabilities who experienced challenging behaviour. (Contains 2 figures.)
  • mental retardation,
  • developmental disabilities,
  • pervasive developmental disorders,
  • adolescents,
  • behavior modification,
  • behavior problems,
  • interviews,
  • intervention,
  • functional behavioral assessment,
  • child behavior,
  • predictor variables,
  • prevention
Publication Date
Publisher Statement
This document was published with permission from the publisher. It was originally published in the Developmental Disabilities Bulletin.
Citation Information
John J. Wheeler, Stacy L. Carter, Michael R. Mayton and Morgan Chitiyo. "Preventing Challenging Behaviour through the Management of Instructional Antecedents" Developmental Disabilities Bulletin Vol. 34 Iss. 1-2 (2006) p. 1 - 14 ISSN: 1184-0412
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