Functional Communication Training (FCT) is an intervention that involves teaching a communicative response to decrease the occurrence of challenging behavior in individuals with disabilities. FCT is a two step intervention in which the interventionist first determines the function, or purpose, of the challenging behavior and then teaches a communicative response that will provide the same function as the challenging behavior. This meta-analysis addressed the following questions: (a) Is FCT more effective with a complete or brief functional analysis? (b) Is FCT differentially more effective for one communication mode versus another (unaided augmentative and alternative communication, aided augmentative and alternative communication, or verbal)? (c) Is FCT more effective when implemented in natural or contrived contexts? (d) Is FCT more effective for different functions of challenging behavior (attention, tangible, escape and multiple)? (e) How effective is FCT with individuals with challenging behavior, across different age ranges? (f) How effective is FCT with individuals with challenging behavior, across different disability categories? A thorough search was performed to find all articles related to FCT. The articles were then reviewed to ensure that they met the inclusion criteria. Data were extracted from the graphs within each study and then analyzed using Robust Improvement Rate Difference (IRD). Forest plots were also created to aid in visual analysis to determine statistical significance and consistency of the results. A variable was determined to moderate the effectiveness of FCT if there was a statistically significant difference between the levels within each variable. Thirty nine studies were included in this meta-analysis. Over-all FCT has a Robust IRD score of .86 (confidence intervals = .85 - .87). Based on the findings of this meta-analysis FCT is most effective with brief functional analysis and verbal communication. FCT was equally effective in natural and contrived settings. FCT appears to be most effective when an individual's behavior serves as attention seeking or an attempt to gain access to a tangible item. FCT appears to be more effective with school age individuals rather than adults. Finally, FCT may be more effective with individuals with autism spectrum disorder than intellectual disabilities or other disabilities.

The current study evaluated the effectiveness of delivering behavioral assessment and treatment to reduce challenging behavior shown by Korean children with ASD by using in-home telehealth from the U.S. The participants were five young children diagnosed with autism who lived in Korea and displayed challenging behavior. The children’s mothers, who had no previous experience in functional analysis (FA) and functional communication training (FCT) procedures, implemented all procedures with coaching provided by a behavior consultant during assessment and treatment sessions via telehealth. The results of the current study showed that functional analyses conducted via telehealth from the U.S. to the children’s homes in Korea were effective in identifying the function of challenging behavior for each participant. Furthermore, the results also showed that challenging behavior was reduced by 100% across all children by the end of treatment. These results suggest that telehealth can be an effective and efficient way to deliver behavior analytic services for underserved populations in countries like Korea.

Individuals with intellectual and developmental disabilities, such as Autism Spectrum Disorder, often engage in challenging behavior that severely limits positive outcomes. Although treatment packages comprising functional communication training and multiple schedules of reinforcement have demonstrated great promise to both increase appropriate, socially acceptable communication responses for preferred items and decrease challenging behavior associated with not having access to preferred items, resurgence of challenging behavior has been reported to occur during lengthy periods when preferred items are not available (i.e., extinction). This study evaluated whether noncontingent access to an alternative item during an abrupt shift to a lengthy period of extinction would reduce the extent of challenging behavior. Two children with Autism Spectrum Disorder participated. The results of this study indicated that (a) functional communication training successfully reduced challenging behavior and increased the rate of functional communication responses (FCR) for both participants, (b) multiple schedules of reinforcement (i.e., signaled periods of reinforcement and extinction for FCRs) successfully produced discriminated FCRs, and (c) no major differences in challenging behavior were observed when alternative items were presented during the abrupt shift to a terminal period of extinction versus when alternative items were not presented. Limitations and future directions of research are discussed.

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Communication deficits are often evident in students with moderate-to-severe developmental disabilities. For these students, basic communication needs, like asking to use the restroom, requesting food or expressing discomfort are a challenge. Frustration caused by communication deficits can lead the student to express interfering behaviors, which may interrupt student learning. This paper identifies and describes evidence-based practices (EBPs) used to increase functional communication skills for students with moderate-to-severe developmental disabilities. This review focuses on functional communication training (FCT) and the picture exchange communication system (PECS) and their use to increase functional communication skills. The study also explains how to implement FCT and PECS and the results and challenges that may take place during the implementation process. This is an informative paper intended for special education teachers who work with students with moderate-to-severe disabilities.

The primary purpose of the current study was to determine which variables influence or change response allocation among mand topographies. The variables evaluated consisted of response effort, schedule of reinforcement (extinction), changes in concurrent schedules arrangements, and availability of visual stimuli (i.e., a communication card). The stability of responding was evaluated across more than one reinforcement context (escape, attention, and tangible) for each of the 2 participants. Finally, a concurrent schedules arrangement was used to evaluate response allocation among card touches, manual sign, microswitch touches, and vocalizations. Results of the evaluation suggested that response allocation varied across reinforcement contexts in baseline and when responding was challenged. However, variations in response allocation were not uniform across all challenges and reinforcement contexts. Problem behavior continued to be exhibited at low levels throughout the evaluation even when mild punishment procedures were implemented. These results are discussed in terms of changes in patterns of responding across reinforcement contexts, variability in response allocation among available response options, and persistence of responding when challenges are implemented.

Behavioral momentum theory provides a conceptual framework for the study of the recurrence of previously extinguished operant behavior. Commonly referred to as treatment relapse, this is the failure to maintain treatment gains (e.g., reductions in challenging behavior) when there is a change in conditions under which these gains were achieved. One treatment relapse paradigm previously examined in basic and applied research is reinstatement. Reinstatement of challenging behavior has been shown to occur when functional reinforcers are delivered on a fixed-time schedule following extinction of challenging behavior. Although examinations appropriate behavior have applied value, analyses of reinstatement have been conducted almost exclusively with challenging behavior. During the current study, a reinstatement methodology was applied to communicative responses with five children diagnosed with developmental disabilities who exhibited comorbid communication deficits, as well as challenging behavior maintained by positive reinforcement. In the first phase of the reinstatement evaluation, each child received functional communication training (FCT) within a positive reinforcement context within a two-component multiple schedule design with each schedule paired with a distinct communicative response. After achieving steady-state responding in the first phase, in which all participants were independently emitting both communicative responses, all appropriate communication was placed on extinction in the second phase. Extinction continued until rates of appropriate communication were at or near zero. In the third phase, positive reinforcement was delivered and the recurrence of appropriate communication was evaluated. For two of five participants, communicative responding recurred following the fixed-time delivery of the functional reinforcer, indicating a successful demonstration of reinstatement. For three of five participants, communicative responding recurred prior to the delivery of fixed-time reinforcement, indicating that an alternative recurrence phenomenon likely occurred. These results suggest that reinstatement methodologies can be applied to cases in which FCT treatment failures have occurred to efficiently restore clinical gains for some participants. Implications for clinical practice and future directions of this line of research are discussed.

Invariant responding among individuals with autism spectrum disorder (ASD) is problematic and can be pervasive across all areas of development. Individuals with ASD demonstrate difficulty communicating wants and needs and often engage in challenging behavior in order to get needs met. Functional communication training (FCT) is one approach for mediating challenging behavior by teaching individuals a communicative response that is functionally equivalent to the demonstrated challenging behavior. However, individuals are often taught a single communicative response (e.g., vocal approximations) that may be unintelligible to the naïve listener and challenging behavior may resurge as a result of a communication breakdown. Recently, the evaluation of lag schedules of reinforcement has shown that it is possible to reinforce operant variability during instruction. Increasing communicative variability for individuals with ASD may decrease the likelihood of resurgence of challenging behavior by providing a broader repertoire of socially appropriate communicative responses that contacted reinforcement through the use of a lag schedule of reinforcement. The purpose of the present study was to evaluate the effect a lag schedule of reinforcement on communicative variability in three individuals with ASD. In this study, communication was reinforced on either a Lag 0 (or FR1 concurrent) schedule of reinforcement, or a Lag 1 (e.g., responses contacted reinforcement only if the response differed from the previous communicative response). Functional analyses were conducted for each participant to determine variables maintaining challenging behavior, all participants were given a mand topography assessment to evaluate mand topography proficiency, and a lag schedule evaluation was conducted. Results showed that increasing the lag schedule of reinforcement from Lag 0 to Lag 1 increased communicative mand topographies for all participants. Results further showed a significant reduction in challenging behavior as compared to baseline conditions contingent on implementation of the FCT package. / text

Problem behaviours occur in approximately 10 to 15% of individuals with intellectual disabilities and these behaviours most often include aggression and self-injury. Families who support young adults with multiple disabilities and problem behaviour at home often experience costs to their psychological, physical, financial and emotional wellbeing. Respite care evolved to allow families short breaks from care giving and to support families in looking after their family members at home. Furthermore, problem behaviour severely limits opportunities for individuals with multiple disabilities to interact adaptively with their environments and develop positive behaviour skills that increase the possibility of living independently in their adult years. The present study aimed first to demonstrate the utility of functional analysis of problem behaviour in respite care, and then, to reduce food stealing and pica exhibited by a young adult with multiple disabilities attending a respite care centre. Following a functional analysis that indicated food stealing and pica had the probable function of hunger reduction, two positive behaviour support plans were developed. These interventions, conducted at the respite centre three days a week by centre staff, involved strategies to teach the participant to sign “eat” in New Zealand Sign Language (NZSL) to gain access to food and increase accessibility of food in the environment to reduce pica. The results showed that introducing the NZSL sign reduced food stealing to near zero within three weeks and pica was eliminated following the combined approach of functional communication training and antecedent manipulation. Use of the communicative sign was maintained at follow-up and food stealing remained at near zero, while pica remained at zero one-month following the intervention.

abstract: The present study used a multiple baseline design across settings to examine the effects of using an iPad as an alternative reinforcer on self-injury and aggression when reinforcement for appropriate communication was denied following Functional Communication Training in an adolescent with Autism Spectrum Disorder (ASD), Intellectual Disability (ID), and severe aggression. The study also assessed collateral effects of the intervention on the use of self-management to control aggression. Data indicate the use of an iPad as an alternative reinforcer decreased the duration of self-injury and physical aggression in an adolescent in a big box store, grocery store, and classroom. Instances of self-injury and aggression remained low during maintenance sessions and a six month post-hoc analysis. Collateral gains in self-management were made during treatment and maintenance sessions. / Dissertation/Thesis / Doctoral Dissertation Special Education 2014