Evaluation of the Empirical Support of Functional Communication Training for Children with Autism Spectrum Disorders

2018 ◽  
Vol 5 (4) ◽  
pp. 360-369 ◽  
Author(s):  
Reem Muharib ◽  
Charles L. Wood
Keyword(s):  
Autism Spectrum Disorders ◽  
Empirical Support ◽  
Functional Communication Training ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Communication Training ◽  
Functional Communication ◽  
Spectrum Disorders

scholarly journals A functional communication training for developing verbal behavior and treatment of challenging behavior in individuals with autism spectrum disorders

2021 ◽  
Vol 48 (4) ◽  
pp. 507-523
Author(s):  
Aneta Lew-Koralewicz
Keyword(s):  
Autism Spectrum Disorders ◽  
Challenging Behavior ◽  
Challenging Behaviors ◽  
Functional Communication Training ◽  
Autism Spectrum ◽  
Communication Training ◽  
Single Subject ◽  
Functional Communication ◽  
Baseline Design ◽  
Spectrum Disorders

Communication problems are one of the symptoms of autism spectrum disorders.  Challenging behaviors may be a form of communication with the environment, and when other forms of communication are not available, they may be the only way to meet their needs. The purpose of this article is to demonstrate the potential use of functional communication training in reducing problem behaviors of individuals with ASD, as well as developing acceptable ways of communication. In a research process based on behavior analysis, the method of single-subject experiment with multiple-baseline  design was used.  The results of the study show that the research participants developed communication skills on the basic level, and the frequency of their challenging behaviors has significantly decreased.

Contingency-based delay to reinforcement following functional communication training for autistic individuals: A multilevel meta-analysis

Autism ◽  
2021 ◽  
pp. 136236132110655
Author(s):  
Reem Muharib ◽  
Art Dowdy ◽  
Adithyan Rajaraman ◽  
Joshua Jessel
Keyword(s):  
Challenging Behavior ◽  
Differential Reinforcement ◽  
Empirical Support ◽  
Functional Communication Training ◽  
Autism Spectrum ◽  
Communication Training ◽  
Functional Communication ◽  
Response Ratio ◽  
Moderating Variables ◽  
Log Response Ratio

Functional communication training, an intervention for challenging behavior rooted in principles of applied behavior analysis, has copious empirical support dating back to the mid-1980s for autistic individuals. Recently, there has been a concerted effort to thin reinforcement delivery during functional communication training using contingency-based delays that, in turn, are designed to enhance practicality and feasibility while not compromising on efficacy. In this synthesis, we meta-analyzed the literature using log response ratio effect sizes to investigate (a) combined and across type effectiveness of contingency-based delays and (b) moderating variables that might impact intervention outcomes. Findings showed that contingency-based delays were effective for autistic individuals (log response ratio = −2.17; 95% CI = (−2.76, −1.58)) and most effective when the contingency incorporated positive reinforcement (log response ratio = −2.30; 95% CI = (−2.83, −1.78)). In addition, delay procedures that included differential reinforcement of alternative behavior were overall more effective (log response ratio = −2.13; 95% CI = (−2.72, −1.55)) than those that involved differential reinforcement of other behavior (log response ratio = −1.24; 95% CI = (−3.84, 1.37)). Noteworthy moderating variables found to impact contingency-based delay efficacy included the intervention dosage and the topography of behavior. We discuss these findings and highlight directions where additional empirical research is warranted to improve our understanding about contingency-based delays for autistic individuals. Lay abstract Functional communication training, an intervention for challenging behavior rooted in principles of applied behavior analysis, has copious empirical support dating back to the mid-1980s for autistic individuals. Recently, there has been a concerted effort to thin reinforcement delivery during functional communication training using contingency-based delays that, in turn, are designed to enhance practicality and feasibility while not compromising efficacy. In this synthesis, we meta-analyzed the literature base with the goal of investigating both combined and across type effectiveness of contingency-based delays. We also aimed to investigate moderating variables that might impact intervention outcomes. Findings showed that contingency-based delays were effective for individuals with an autism spectrum disorder diagnosis and most effective when the delay incorporated some form of positive reinforcement. In addition, differential reinforcement of alternative-based delays was overall more effective when compared to differential reinforcement of other behavior-based delays. Noteworthy moderating variables found to impact contingency-based delay efficacy included the intervention dosage and the topography of behavior. We discuss these findings and highlight directions where additional empirical research is warranted to improve our understanding about contingency-based delays for individuals diagnosed with autism spectrum disorder.

Parent Reports of Treatments and Interventions Used With Children With Autism Spectrum Disorders (ASD): A Review of the Literature

2014 ◽  
Vol 38 (1) ◽  
pp. 63-90 ◽  
Author(s):  
Sarah Carlon ◽  
Jennifer Stephenson ◽  
Mark Carter
Keyword(s):  
Autism Spectrum Disorders ◽  
Speech Therapy ◽  
Empirical Support ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Future Research ◽  
Review Of The Literature ◽  
Dietary Interventions ◽  
Spectrum Disorders ◽  
Number Of Treatment

With the increasing number of treatment and intervention options for parents of children with autism spectrum disorders (ASD) in recent years, the number and types of interventions that parents are choosing to use has become of interest. In the present paper, the authors review 41 articles (describing 42 studies) presenting quantitative data on intervention choices of parents of children with ASD. Speech therapy was the most commonly reported intervention for both current and lifetime use. Across the studies, parents were reported to be using a variety of interventions, from those with strong empirical support, such as applied behaviour analysis (ABA), to others that lacked such support, such as dietary interventions. Some differences in the data presented across studies may be attributed to the range of different methodologies used to collect the data. Recommendations for future research, including those related to collecting treatment usage data more consistently, are discussed.

scholarly journals Rozwijanie komunikacji funkcjonalnej w terapii dzieci z zaburzeniami ze spektrum autyzmu

2019 ◽  
Vol 26 (2) ◽  
pp. 253-268
Author(s):  
Jolanta Sławek
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Skills ◽  
Early Intervention ◽  
Social Life ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Functional Communication ◽  
Small Children ◽  
Asking Questions ◽  
Spectrum Disorders

In the article, the author presents issues related to developing functional communication in both verbal and non-verbal children with autism spectrum disorders. The most important strategies that can be used when working with ASD children are discussed, such as claiming an object or an action, making a choice or asking questions. At the same time, the author underlines the importance of early intervention in small children with autism which may improve their abilities when it comes to learning, playing and communicating as well as their social skills. It may also help in the area of problematic behaviour, such as fits of anger or aggression. Teaching an ASD individual to communicate in a functional way equips them with a tool for expressing their needs and emotions. It also influences their relations with other people, allowing them to fully participate in social life.

Lag Schedules and Functional Communication Training: Persistence of Mands and Relapse of Problem Behavior

2017 ◽  
Vol 42 (3) ◽  
pp. 314-334 ◽  
Author(s):  
Terry S. Falcomata ◽  
Colin S. Muething ◽  
Bryant C. Silbaugh ◽  
Summer Adami ◽  
Katherine Hoffman ◽  
...  
Keyword(s):  
Problem Behavior ◽  
Functional Communication Training ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Communication Training ◽  
Clinical Relapse ◽  
Functional Communication ◽  
Schedules Of Reinforcement ◽  
Schedule Thinning ◽  
Lag Schedules

We evaluated the effects of lag schedules of reinforcement and functional communication training (FCT) on mand variability and problem behavior in two children with autism spectrum disorder. Specifically, we implemented FCT with increasing lag schedules and compared its effects on problem behavior with baseline conditions. The results showed that both participants exhibited low rates of problem behavior during treatment relative to baseline during and following schedule thinning (up to a Lag 5 schedule arrangement). Variable and total mands remained high during schedule thinning. With one participant, variable manding persisted when the value of the lag schedule was reduced to zero. The current results are discussed in terms of implications for training multiple mand topographies during FCT for the potential prevention and/or mitigation of clinical relapse during challenges to treatment.

Prelinguistic Predictors of Vocabulary in Young Children With Autism Spectrum Disorders

2005 ◽  
Vol 48 (5) ◽  
pp. 1080-1097 ◽  
Author(s):  
Andrea McDuffie ◽  
Paul Yoder ◽  
Wendy Stone
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Empirical Support ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Motor Imitation ◽  
Cognitive Delay ◽  
Vocabulary Comprehension ◽  
Young Children With Autism ◽  
Spectrum Disorders

Purpose: The goal of the current study was to identify a predictive model of vocabulary comprehension and production in a group of young children with autism spectrum disorders. Four prelinguistic behaviors were selected for consideration as predictors based on theoretical and empirical support for the relationship of these behaviors to language development. Method: The study used a longitudinal correlational design. Participants were twenty-nine 2- and 3-year-olds diagnosed with autism spectrum disorders. The prelinguistic behaviors—attention-following, motor imitation, commenting, and requesting—were measured at the initial visit. Vocabulary comprehension and production were measured 6 months later. Results: Commenting was the only unique predictor of comprehension after the degree of cognitive delay was controlled. Both commenting and motor imitation of actions without objects were unique predictors of production over and above the other skills and when the degree of cognitive delay was controlled. Conclusions: The finding that both commenting and motor imitation simultaneously accounted for unique variance in vocabulary production is new to the literature and requires replication. However, results suggest that increasing behaviors that allow children with autism to make their current focus of attention obvious to social partners may be an effective approach for supporting word learning in young children with autism.

Effects of Functional Communication Training Using GoTalk NowTM iPad® Application on Challenging Behavior of Children With Autism Spectrum Disorder

2018 ◽  
Vol 34 (2) ◽  
pp. 71-79 ◽  
Author(s):  
Reem Muharib ◽  
Vivian I. Correa ◽  
Charles L. Wood ◽  
Kathryn L. Haughney
Keyword(s):  
Autism Spectrum Disorder ◽  
Challenging Behavior ◽  
Challenging Behaviors ◽  
Functional Relation ◽  
Functional Communication Training ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Communication Training ◽  
Spectrum Disorder ◽  
Functional Communication

This study investigated the effects of a functional communication training intervention consisting of systematic prompting and natural reinforcement on the challenging behaviors of two children with autism spectrum disorder aged 5 and 6 years old. Children who had a history of challenging behavior, consisting of self-injury and disruption, were taught to request preferred stimuli through the GoTalk Now™ application on an iPad®. Using a reversal design, the findings demonstrated a functional relation between functional communication training with the use of the GoTalk Now application and the decreased levels of challenging behaviors. Specifically, one child demonstrated zero levels of challenging behaviors and one child showed a less substantial decrease of challenging behaviors during intervention phases. Directions for future research and implications for practice are discussed.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

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