Efficacy of Teachers Supporting Paraeducators to Implement Functional Communication Training

Abstract

Functional communication training (FCT) is an evidence-based practice for individuals with autism spectrum disorder (ASD) that can be implemented by practitioners in school settings. However, few studies have explored effective and sustainable training approaches to support paraeducators in their implementation of FCT. The purpose of this study was to evaluate the effectiveness of special education teacher–delivered training on paraeducator implementation of FCT for students with ASD. Paraeducator FCT implementation included delivery of a teacher-identified response prompting system to teach a predetermined functionally equivalent communicative response. All paraeducators delivered FCT with high levels of implementation after receiving training, with two paraeducators requiring additional follow-up coaching to meet the criteria for mastery. We present implications for practice and future research directions as it relates to developing effective training systems for paraeducators who support students with ASD.