Challenging behaviour in children with learning disabilities seems to emerge as the result of an interaction between biological vulnerability and environmental risk, and studies indicate that the development of this behaviour to some extent may be prevented through adaptations of the social environment. Early intervention should have a pivotal role in the prevention of challenging behaviour in this group of children, but appropriate strategies are lacking. It is argued that both early and later intervention need to be based on the principles underlying child development in general as well as knowledge of the typical and atypical developmental paths of challenging behaviour. Analyses suggest that self-regulation, attachment, communication and social cognition may be particularly important for children to develop challenging behaviour, and therefore should be the focus of early intervention directed at reducing the prevalence of this behaviour.