Teaching Parents to Implement Functional Communication Training for Young Children With Developmental Delays

2017 ◽  
Vol 38 (2) ◽  
pp. 68-81 ◽  
Author(s):  
Stephanie Gerow ◽  
Mandy Rispoli ◽  
Jennifer Ninci ◽  
Emily V. Gregori ◽  
Shanna Hagan-Burke
Keyword(s):  
Young Children ◽  
Parent Training ◽  
Performance Feedback ◽  
Developmental Delays ◽  
Functional Communication Training ◽  
Communication Training ◽  
Functional Communication ◽  
Additional Training ◽  
And Performance ◽  
The Impact

The purpose of this study was to assess the impact of parent training on parent implementation of functional communication training (FCT) in the trained routine and in a novel routine. Three young children with developmental delays and their parents participated. A multiple-probe across parent-child dyads was used to evaluate the impact of parent training on parent fidelity of FCT. The data indicated that verbal and written instructions with performance feedback resulted in accurate implementation of FCT during the trained routine. The generalization assessment suggested that instructions and performance feedback promoted generalization for one parent and an additional training component was needed for another parent. The third parent did not complete the generalization assessment. The results suggest verbal and written instructions and performance feedback can lead to accurate implementation of FCT during the trained routine, but additional training components may be necessary to facilitate generalization to a novel routine.

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.

A Systematic Review of Parent-Implemented Functional Communication Training for Children With ASD

2017 ◽  
Vol 42 (3) ◽  
pp. 335-363 ◽  
Author(s):  
Stephanie Gerow ◽  
Shanna Hagan-Burke ◽  
Mandy Rispoli ◽  
Emily Gregori ◽  
Rose Mason ◽  
...  
Keyword(s):  
Parent Training ◽  
Challenging Behavior ◽  
Change Agents ◽  
Social Validity ◽  
Functional Communication Training ◽  
Autism Spectrum ◽  
Communication Training ◽  
Future Research ◽  
Functional Communication ◽  
Parent Implementation

Supporting parents in reducing challenging behavior of children with autism spectrum disorder (ASD) requires the identification of effective, feasible, and sustainable interventions. Functional communication training (FCT) is one of the most well-established interventions in the behavioral literature and is used increasingly by parents. However, there is a need for additional evaluation of the literature related to parent-implemented FCT. In the present review, we identified 26 peer-reviewed studies on parent-implemented FCT. We conducted systematic descriptive and social validity analyses to summarize the extant literature. Across studies, parent-implemented FCT was effective in reducing child challenging behavior, and in some cases, intervention outcomes maintained and generalized to novel settings and implementers. However, few studies reported fidelity data on parent implementation of FCT, and data regarding sustained use of FCT by parents were limited. Results of the social validity analysis indicate that while FCT is often implemented by natural change agents in typical settings, parent training is often provided by professionals not typically accessible to parents. These findings suggest that future research is warranted in the areas of parent training and long-term sustainability of parent-implemented FCT.

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.

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.

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