Functional communication training is effective for treating problem behavior and requires additional study in natural contexts to become an evidence-based practice in psychology

2021 ◽  
pp. 1-6
Author(s):  
Eric N. Shannon ◽  
Mandy Rispoli
Keyword(s):  
Problem Behavior ◽  
Evidence Based Practice ◽  
Functional Communication Training ◽  
Communication Training ◽  
Evidence Based ◽  
Functional Communication

Functional Communication Training and Most-To-Least Prompting as Treatments for Problem Behavior

2021 ◽  
pp. 153465012110302
Author(s):  
Judah B. Axe ◽  
Corinne M. Murphy ◽  
William L. Heward
Keyword(s):  
Problem Behavior ◽  
Functional Communication Training ◽  
Communication Training ◽  
Functional Communication ◽  
Communicative Behavior ◽  
Severe Developmental Disabilities ◽  
Abolishing Operation ◽  
Academic Responding ◽  
Multiple Treatments ◽  
Visual Prompt

Functional communication training (FCT) is a treatment for problem behavior in which the learner is taught a communicative behavior that fulfills the same function as the problem behavior. Although effective, when FCT is used to request breaks from work, limitations include increased time spent in breaks and reduced task-related responding. An alternative treatment is most-to-least prompting (MTL) of a task in which a therapist provides the most helpful prompts for task-related responding (e.g., physical guidance) and gradually reduces the amount of help (e.g., visual prompt and then verbal) until the learner responds independently. We evaluated FCT and MTL in a multiple treatments design with an 11-year-old girl with severe developmental disabilities. Both treatments reduced problem behavior from baseline levels, and academic responding was greater during MTL than during FCT. MTL is an errorless teaching approach conceptualized as an abolishing operation that reduces the aversiveness of a task and makes escape less valuable.

Serial functional communication training: Extending serial DRA to mands and problem behavior

2017 ◽  
Vol 32 (4) ◽  
pp. 311-325 ◽  
Author(s):  
Joseph M. Lambert ◽  
Sarah E. Bloom ◽  
Andrew L. Samaha ◽  
Elizabeth Dayton
Keyword(s):  
Problem Behavior ◽  
Functional Communication Training ◽  
Communication Training ◽  
Functional Communication

A Comparison of High and Low-Proficiency Mands During Functional Communication Training Across Multiple Functions of Problem Behavior

2017 ◽  
Vol 29 (6) ◽  
pp. 983-1002
Author(s):  
Terry S. Falcomata ◽  
Cayenne S. Shpall ◽  
Joel E. Ringdahl ◽  
Raechal H. Ferguson ◽  
Hollie V. Wingate ◽  
...  
Keyword(s):  
Problem Behavior ◽  
Functional Communication Training ◽  
Communication Training ◽  
Functional Communication ◽  
Multiple Functions

Functional communication training in the treatment of problem behavior maintained by access to rituals

2014 ◽  
Vol 47 (3) ◽  
pp. 580-593 ◽  
Author(s):  
Mandy Rispoli ◽  
Síglia Camargo ◽  
Wendy Machalicek ◽  
Russell Lang ◽  
Jeff Sigafoos
Keyword(s):  
Problem Behavior ◽  
Functional Communication Training ◽  
Communication Training ◽  
Functional Communication

Functional Communication Training in Rett Syndrome: A Preliminary Study

2014 ◽  
Vol 119 (4) ◽  
pp. 340-350 ◽  
Author(s):  
Breanne J. Byiers ◽  
Adele Dimian ◽  
Frank J. Symons
Keyword(s):  
Rett Syndrome ◽  
Single Case ◽  
Functional Communication Training ◽  
Communication Training ◽  
Evidence Based ◽  
Functional Communication ◽  
Communicative Behaviors ◽  
Communicative Responses ◽  
Preliminary Study ◽  
Communication Interventions

Abstract Rett syndrome (RTT) is associated with a range of serious neurodevelopmental consequences including severe communicative impairments. Currently, no evidence-based communication interventions exist for the population (Sigafoos et al., 2009). The purpose of the current study was to examine the effectiveness of functional assessment (FA) and functional communication training (FCT) methods for teaching 3 individuals (ages 15–47 years) with classic RTT novel communicative behaviors. Using single-case experimental designs, functional reinforcers were identified (FA) and each participant quickly learned to activate a voice-output switch to obtain a reinforcer (FCT). These results suggest that individuals with classic RTT can learn novel communicative responses, which has important implications for future intervention research.

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