Functional Analysis and Functional Communication Training in the Classroom for Three Children with Angelman Syndrome

Abstract

Effectiveness of functional analysis (FA) and functional communication training (FCT) on challenging behavior was assessed in three children with Angelman syndrome (AS). Analogue FA conditions were used to assess the behavioral function of the challenging behavior. FA and FCT protocols were administered in the children’s classroom and were performed by their teachers. Replacement behavior was prompted upon the onset of precursor behavior. One or more function(s) of their challenging behavior were identified and challenging behavior appeared to be escape or tangibly motivated. Making physical contact with the teacher was found to be a precursor of challenging behavior in one child. In all children, challenging behavior decreased as a function of FCT. Functional equivalence of both challenging and replacement behavior was evinced. Clinical and research implications are discussed.