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.

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.

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.

Contingency-based delay to reinforcement following functional communication training for autistic individuals: A multilevel meta-analysis

Autism ◽  
2021 ◽  
pp. 136236132110655
Author(s):  
Reem Muharib ◽  
Art Dowdy ◽  
Adithyan Rajaraman ◽  
Joshua Jessel
Keyword(s):  
Challenging Behavior ◽  
Differential Reinforcement ◽  
Empirical Support ◽  
Functional Communication Training ◽  
Autism Spectrum ◽  
Communication Training ◽  
Functional Communication ◽  
Response Ratio ◽  
Moderating Variables ◽  
Log Response Ratio

Functional communication training, an intervention for challenging behavior rooted in principles of applied behavior analysis, has copious empirical support dating back to the mid-1980s for autistic individuals. Recently, there has been a concerted effort to thin reinforcement delivery during functional communication training using contingency-based delays that, in turn, are designed to enhance practicality and feasibility while not compromising on efficacy. In this synthesis, we meta-analyzed the literature using log response ratio effect sizes to investigate (a) combined and across type effectiveness of contingency-based delays and (b) moderating variables that might impact intervention outcomes. Findings showed that contingency-based delays were effective for autistic individuals (log response ratio = −2.17; 95% CI = (−2.76, −1.58)) and most effective when the contingency incorporated positive reinforcement (log response ratio = −2.30; 95% CI = (−2.83, −1.78)). In addition, delay procedures that included differential reinforcement of alternative behavior were overall more effective (log response ratio = −2.13; 95% CI = (−2.72, −1.55)) than those that involved differential reinforcement of other behavior (log response ratio = −1.24; 95% CI = (−3.84, 1.37)). Noteworthy moderating variables found to impact contingency-based delay efficacy included the intervention dosage and the topography of behavior. We discuss these findings and highlight directions where additional empirical research is warranted to improve our understanding about contingency-based delays for autistic individuals. Lay abstract Functional communication training, an intervention for challenging behavior rooted in principles of applied behavior analysis, has copious empirical support dating back to the mid-1980s for autistic individuals. Recently, there has been a concerted effort to thin reinforcement delivery during functional communication training using contingency-based delays that, in turn, are designed to enhance practicality and feasibility while not compromising efficacy. In this synthesis, we meta-analyzed the literature base with the goal of investigating both combined and across type effectiveness of contingency-based delays. We also aimed to investigate moderating variables that might impact intervention outcomes. Findings showed that contingency-based delays were effective for individuals with an autism spectrum disorder diagnosis and most effective when the delay incorporated some form of positive reinforcement. In addition, differential reinforcement of alternative-based delays was overall more effective when compared to differential reinforcement of other behavior-based delays. Noteworthy moderating variables found to impact contingency-based delay efficacy included the intervention dosage and the topography of behavior. We discuss these findings and highlight directions where additional empirical research is warranted to improve our understanding about contingency-based delays for individuals diagnosed with autism spectrum disorder.

scholarly journals Efektivitas functional communication training dalam meningkatkan perilaku meminta pada anak dengan autism spectrum disorder

2021 ◽  
Vol 9 (2) ◽  
pp. 211-221
Author(s):  
Detricia Tedjawidjaja ◽  
Fenny Hartiani
Keyword(s):  
Autism Spectrum Disorder ◽  
Functional Communication Training ◽  
Autism Spectrum ◽  
Communication Training ◽  
Spectrum Disorder ◽  
Single Subject ◽  
Single Subject Design ◽  
Functional Communication ◽  
Communicative Responses ◽  
Post Test

The current study aims to examine the effectiveness of functional communication training to increase asking behavior by exchanging pictures for children with an autism spectrum disorder. The participant in this study is a 6-years old girl with a diagnosis of Autism Spectrum Disorder with Intellectual Impairment. This study uses a single-subject design consisting of A-B-A phases. Functional communication training is implemented using the most-to-least prompting technique which is divided into 8 sessions. The result depicts that 84% of participants increase their ability to perform requesting behavior by exchanging pictures of the trials given. Furthermore, after the implementation of functional communication training, there is an increase in the frequency of requesting behavior by exchanging pictures at post-test (average 74%) and at follow-up (average 82%). Implications of this study indicate the importance of considering the function of problem behavior in training the appropriate communicative responses for children with an autism spectrum disorder.

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.

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.

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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