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.

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.

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.

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.

Special Educators as Coaches to Support Paraprofessional Implementation of Functional Communication Training

2020 ◽  
pp. 109830072095799
Author(s):  
Virginia L. Walker ◽  
Megan E. Carpenter ◽  
Amy Clausen ◽  
Katherine Ealer ◽  
Kristin J. Lyon
Keyword(s):  
Challenging Behavior ◽  
Special Educators ◽  
Behavioral Skills Training ◽  
Training Session ◽  
Functional Communication Training ◽  
Skills Training ◽  
Autism Spectrum ◽  
Communication Training ◽  
Future Research ◽  
Functional Communication

The purpose of this study was to examine the effects of special educators’ delivery of training that included an initial training session and follow-up coaching on paraprofessional implementation of an evidence-based practice for students with autism spectrum disorder (ASD). Three special educators each trained a paraprofessional in their classroom to implement functional communication training (FCT) to address the challenging behavior of a student with ASD. The training procedures incorporated the following aspects of behavioral skills training: instruction, modeling, rehearsal, and feedback. Training from special educators resulted in high levels of paraprofessional FCT implementation that maintained over time for two paraprofessionals. Special educators and paraprofessionals found the training to be practical and effective. We present implications for practice and future research directions for paraprofessional training models focused on challenging behavior interventions.

Assessing Mand Topography Preference When Developing a Functional Communication Training Intervention

2018 ◽  
Vol 42 (3) ◽  
pp. 364-381 ◽  
Author(s):  
S. Shanun Kunnavatana ◽  
Katie Wolfe ◽  
Alexandra N. Aguilar
Keyword(s):  
Problem Behavior ◽  
Treatment Effectiveness ◽  
Functional Communication Training ◽  
Communication Training ◽  
Future Research ◽  
Functional Communication ◽  
Alternative Communication ◽  
Alternative Response ◽  
Adults With Autism

Functional communication training (FCT) is a common function-based behavioral intervention used to decrease problem behavior by teaching an alternative communication response. Therapists often arbitrarily select the topography of the alternative response, which may influence long-term effectiveness of the intervention. Assessing individual mand topography preference may increase treatment effectiveness and promote self-determination in the development of interventions. This study sought to reduce arbitrary selection of FCT mand topography by determining preference during response training and acquisition for two adults with autism who had no functional communication skills. Both participants demonstrated a clear preference for one mand topography during choice probes, and the preferred topography was then reinforced during FCT to reduce problem behavior and increase independent communication. The implications of the results for future research on mand selection during FCT are discussed.

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.

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