A functional communication training for developing verbal behavior and treatment of challenging behavior in individuals with autism 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.

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

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.

Emotional Dysregulation in Preschoolers with Autism Spectrum Disorder—A Sample of Romanian Children

Emotional dysregulation problems seem to affect more than 80% of people with autism spectrum disorder (ASD) and may include irritability, aggressive behaviors, self-injury, and anxiety. Even though these types of problems are very common and affect the well-being of individuals with ASD, there are no objective assessment tools developed for this population and there are only a few intervention techniques meant to address these symptoms. This study investigates the feasibility of using off-the-shelf wearable devices to accurately measure heart rate, which has been associated with emotional dysregulation, and to test the effectiveness of functional communication training in reducing the emotional outburst in preschoolers with ASD. We used a single-case experiment design with three preschoolers with ASD to test if the duration of the emotional outburst and the elevated heart rate levels can be reduced by using functional communication training. Our results show that for two of the participants, the intervention was effective in reducing the duration of behaviors associated with emotional outburst, and that there were significant differences between baseline and intervention phase in terms of heart rate levels. However, our results are inconclusive regarding the association between elevated heart rates and the occurrence of the emotional outburst. Nevertheless, more research is needed to investigate the use of off-the-shelf wearable devices in predicting challenging behaviors in children with ASD.

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

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.