scholarly journals Practices Reflecting Functional Communication Training for Students With or At Risk for Emotional and Behavioral Disorders: Systematically Mapping the Literature

2018 ◽  
Vol 44 (1) ◽  
pp. 20-39 ◽  
Author(s):  
Alexandra Hollo ◽  
Jonathan L. Burt
Keyword(s):  
At Risk ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Functional Communication Training ◽  
Communication Training ◽  
Intellectual And Developmental Disabilities ◽  
Functional Communication ◽  
School Settings ◽  
Literature Searches ◽  
Communicative Response

Students with and at risk for emotional and behavioral disorders (EBD) often have unidentified co-occurring language deficits, but few studies have evaluated communication-based interventions for this population. Functional communication training (FCT) teaches a communicative response (CR) as a replacement for problem behavior. FCT is an evidence-based practice for students with intellectual and developmental disabilities; however, preliminary literature searches revealed limited evidence to support its use for students without developmental delays. We hypothesized researchers may use similar practices but different terminology to teach and reinforce functionally equivalent CRs. Therefore, we replicated systematic search procedures from previous reviews of functional assessment–based interventions (FABI) for students with or at risk for EBD in school settings and mapped intervention strategies incorporating features of FCT. Results identified 113 published reports describing FABI for 243 students. Subsequent screening and coding procedures revealed 43 (38.05%) of the studies included a CR in interventions for 77 students. Additional analyses revealed antecedent and consequent procedures included in interventions for 58 students mirrored those used in FCT. That is, approximately one in four interventions developed for students with or at risk for EBD included key elements of FCT, despite few references to the term FCT in published reports.

Functional Assessment-Based Intervention Research on Students with or at Risk for Emotional and Behavioral Disorders in School Settings

2000 ◽  
Vol 25 (3) ◽  
pp. 196-210 ◽  
Author(s):  
Kelly Heckaman ◽  
Maureen Conroy ◽  
James Fox ◽  
Andrea Chait
Keyword(s):  
At Risk ◽  
Problem Behaviors ◽  
Behavioral Disorders ◽  
Functional Assessment ◽  
Emotional And Behavioral Disorders ◽  
Research Literature ◽  
Intervention Research ◽  
School Settings ◽  
Procedural Integrity ◽  
Key Issues

This article examines the research literature on functional assessment-based interventions for students with or at risk for emotional and behavioral disorders (E/BD) who demonstrate problem behaviors. We sought to identify any trends in the design and application of functional assessment-based interventions, with an emphasis on the types of interventions employed. We also examined the frequency with which researchers are collecting and reporting measures of procedural integrity, generalization and maintenance, and social validity. Although no specific trends emerged in the selection or implementation of interventions, several key issues in the design of research on functional assessment-based interventions with students with or at risk for E/BD are identified and discussed.

Schedule Thinning During Functional Communication Training in the Home for Young Children With Autism

2021 ◽  
pp. 109830072199420
Author(s):  
Debra A. Prykanowski ◽  
Maureen A. Conroy ◽  
Brian Reichow
Keyword(s):  
At Risk ◽  
Young Children ◽  
Problem Behavior ◽  
Functional Communication Training ◽  
Autism Spectrum ◽  
Communication Training ◽  
Future Research ◽  
Functional Communication ◽  
Communicative Behavior ◽  
Function Based Intervention

Functional communication training (FCT) is a common function-based intervention for young children with or at risk for autism spectrum disorder (ASD) to teach an alternative communicative response to replace problem behavior. While FCT is effective in decreasing problem behavior, often the communicative behavior that is taught occurs at a higher rate than a caregiver can reinforce. For this study, we first examined the effectiveness of an FCT intervention to decrease problem behavior and increase appropriate communication. The intervention was based on a trial-based functional analysis (TBFA) conducted in the home. Next, we applied two approaches for thinning the schedule of reinforcement (i.e., delay to reinforcement and chained schedules) following the FCT. For all three young children (aged 3–5 years) with or at risk for ASD, at least one function of behavior was identified for each participant using TBFA and the subsequent FCT intervention led to a decrease in problem behavior and increase in functional communication. The procedure for thinning the schedule was selected based on the function of the behavior and results showed that both were successful in maintaining low levels of problem behavior following FCT. Implications for research and practice are discussed and suggestions for future research studies are presented.

Using Functional Communication Training to Reduce Problem Behavior

2021 ◽  
pp. 105345122110326
Author(s):  
Jiaju Wu ◽  
Todd G. Kopelman ◽  
Kenzie Miller
Keyword(s):  
Problem Behavior ◽  
Skill Acquisition ◽  
Functional Communication Training ◽  
Functional Behavior Assessment ◽  
Communication Training ◽  
Functional Communication ◽  
Functional Behavior ◽  
Replacement Behavior ◽  
Communicative Response ◽  
Correct Implementation

Functional communication training (FCT) is an evidence-based intervention that has been widely used and implemented to reduce problem behavior and teach replacement behavior in a variety of settings. Specific procedures have been researched and documented to ensure correct implementation. Functional communication training can be broken into three steps: (a) identifying the function of the problem behavior through a functional behavior assessment (FBA); (b) selecting an appropriate replacement communicative response; and (c) building new skill acquisition through teaching and rehearsal while using reinforcements and extinction.

Functional Communication Training: The Strength of Evidence Across Disabilities

2018 ◽  
Vol 85 (1) ◽  
pp. 86-103 ◽  
Author(s):  
Stephanie Gerow ◽  
Tonya Davis ◽  
Supriya Radhakrishnan ◽  
Emily Gregori ◽  
Gabby Rivera
Keyword(s):  
Challenging Behavior ◽  
Single Case ◽  
Functional Communication Training ◽  
Communication Training ◽  
Future Research ◽  
Functional Communication ◽  
Single Case Design ◽  
What Works Clearinghouse ◽  
Communicative Response ◽  
Health Impairments

Functional communication training (FCT) is a commonly used, often recommended intervention that involves teaching a functionally equivalent communicative response to replace challenging behavior. The purpose of this literature review was to evaluate the strength of the evidence for the use of FCT. A systematic review of the literature resulted in the identification of 215 single-case-design articles that evaluated the efficacy of FCT to reduce challenging behavior for individuals diagnosed with a disability. FCT resulted in a decrease in challenging behavior for 135 participants. The reviewers rated FCT as an evidence-based practice for individuals with autism, intellectual disability, other health impairments, and multiple disabilities based on What Works Clearinghouse standards. Overall, the extant literature indicates FCT consistently results in the reduction of challenging behavior in children with disabilities. Implications for practice and directions for future research are discussed.

Delivering Interventions Via Telehealth: Functional Communication Training with a Child with Autism as a Case Example

2020 ◽  
pp. 154079692098045
Author(s):  
Matthew J. O’Brien ◽  
Kelly M. Schieltz ◽  
Wendy K. Berg ◽  
Jennifer J. McComas ◽  
David P. Wacker
Keyword(s):  
Real Time ◽  
Adaptive Behavior ◽  
Functional Communication Training ◽  
Communication Training ◽  
Functional Communication ◽  
Care Providers ◽  
Widespread Application ◽  
Behavior Analysts

In this article, we provide a case example of how telehealth can be used by care providers in their homes to access empirically validated procedures such as functional communication training. As shown in the case example, complex assessment and intervention procedures were implemented successfully by care providers in their homes while receiving real-time coaching by behavior analysts who were located in a hospital in a different city. This case example is representative of the results we obtained thus far; substantial improvements in challenging and adaptive behavior occurred. Given these results obtained to date with telehealth, in terms of both outcomes of interventions and rated acceptability of the procedures by care providers, further and more widespread application of telehealth is warranted.

Opportunities to Respond for Students With Emotional and Behavioral Disorders in Inclusive Classrooms

2021 ◽  
pp. 105345122110249
Author(s):  
Todd Whitney ◽  
Kera B. Ackerman ◽  
Justin T. Cooper ◽  
Terrance M. Scott
Keyword(s):  
At Risk ◽  
Student Engagement ◽  
Behavior Problems ◽  
Effective Teaching ◽  
Behavioral Disorders ◽  
Teaching Practice ◽  
Emotional And Behavioral Disorders ◽  
Inclusive Classrooms ◽  
Opportunities To Respond ◽  
School Based

Students who are actively engaged in learning have a higher probability of academic and behavioral success in the classroom. One effective teaching practice that increases student engagement is providing students with frequent opportunities to respond (OTR). This article provides practitioners with a range of OTR strategies that include verbal, non-verbal, and partner responses. In addition, recommendations are provided on how these strategies can be effectively implemented in inclusive classrooms to increase engagement of students with school-based behavior problems, including those with and at risk for emotional and behavioral disorders.

Sign in / Sign up

Export Citation Format

Share Document