Over the past 20 years, functional assessment strategies have been evolving. One aspect of functional assessment is the evaluation of the influence of antecedent events on the occurence of challenging behaviors. Although such influence has been discussed by others in the literature, there is a paucity of research that investigates the use of antecedent-based interventions in natural settings. The lack of antecedent-based intervention research in natural settings significantly limits the applicability of the existing antecedent event research to teachers who work with students with challenging behaviors in classroom settings. This article critically analyzes the current status of the research investigating the use of antecedent events in the functional assessment process, with an emphasis on interventions conducted in natural settings. Issues related to measurement, validation, and antecedent-based interventions are emphasized, and suggestions for future research are outlined.
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