My Student Cannot Wait! Teaching Tolerance Following Functional Communication Training

2019 ◽  
Vol 28 (2) ◽  
pp. 99-107 ◽  
Author(s):  
Reem Muharib ◽  
Robert C. Pennington
Keyword(s):  
Challenging Behavior ◽  
Challenging Behaviors ◽  
Functional Communication Training ◽  
Communication Training ◽  
Functional Communication ◽  
Schedules Of Reinforcement ◽  
Educational Settings ◽  
Multiple Schedules ◽  
Teaching Tolerance ◽  
Alternative Responses

Functional communication training (FCT) involves the reinforcement of an appropriate communicative response as an alternative to challenging behavior. The intervention has been identified as an evidence-based practice across multiple populations. Despite its extensive research support, FCT may be impractical in some educational settings because it often requires educators to reinforce alternative responses at high rates. In this discussion article, we describe three procedures (delay to reinforcement, chained schedules of reinforcement, and multiple schedules of reinforcement) that can be used following FCT in educational settings to teach students who exhibit challenging behaviors to tolerate waiting for a reinforcer.

An individualized method for establishing and thinning multiple schedules of reinforcement following functional communication training

2018 ◽  
Vol 62 ◽  
pp. 91-102 ◽  
Author(s):  
Nathan A. Call ◽  
Seth B. Clark ◽  
Joanna Lomas Mevers ◽  
Natalie A. Parks ◽  
Valerie M. Volkert ◽  
...  
Keyword(s):  
Functional Communication Training ◽  
Communication Training ◽  
Functional Communication ◽  
Schedules Of Reinforcement ◽  
Multiple Schedules

Effectiveness of functional communication training paired with a chained schedule of reinforcement in the reduction of challenging behavior

2019 ◽  
Author(s):  
◽  
Emily Malugen
Keyword(s):  
Problem Behaviors ◽  
Challenging Behavior ◽  
Challenging Behaviors ◽  
Functional Communication Training ◽  
Autism Spectrum ◽  
Communication Training ◽  
Functional Communication ◽  
Chained Schedule ◽  
Schedule Of Reinforcement ◽  
Function Based Intervention

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] To best meet the needs of elementary-aged students with Autism Spectrum Disorder who engage in challenging behaviors in the classroom, identifying a practical and feasible function-based intervention to both reduce problem behaviors and increase appropriate behaviors is optimal (Koegel, Matos-Freden, Lang and Koegel, 2012). The purpose of the current study is to extend previous research suggesting that Functional Communication Training (FCT) is an effective intervention to increase appropriate communication responses, and in turn decrease instances of problem behavior, when it is integrated with a chained schedule of reinforcement and programmed schedule-thinning (Zangrillo, Fisher, Greer, Owen, DeSouza, 2016). In addition to assessing intervention effectiveness and feasibility of teacher implementation, this study also assesses the extent to which applying mitigating strategies throughout the intervention would impact the likelihood of treatment relapse (Mace et al., 2010). Findings suggest that challenging behavior decreased throughout intervention, and functional communication and time on-task increased. Additionally, the data suggest that relapse did not occur. Implications for practice in the classroom are discussed.

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.

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.

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