Effects Of Functional Communication Training Research Articles

Parent Ratings of Generalized and Indirect Effects of Functional Communication Training for Children with Autism Spectrum Disorder.

Functional communication training (FCT) is a behavioral treatment that has been shown to reduce problem behavior and increase appropriate communication in young children with autism spectrum disorder (ASD). In this study, we assessed the effects of FCT on targeted and nontargeted problem behaviors outside of the training context, as well as parent stress, for 30 young children with ASD and their parents. Indirect measures of generalization treatment effects were administered prior to and following FCT treatment delivered via telehealth. Children demonstrated significant improvement on both targeted (measured via observation) and nontargeted (measured via checklist) problem behaviors, both within and outside of the training context, and parent stress was significantly reduced following treatment. These results suggest that the impact of FCT may extend beyond the training context for both the children being treated and the parents delivering treatment, even when generalization is not specifically programmed for during treatment.

Effects of Functional Communication Training Using GoTalk NowTM iPad® Application on Challenging Behavior of Children With Autism Spectrum Disorder

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.

Functional communication training and noncontingent reinforcement in treatment of stereotypy

A 6‐year‐old boy with autism spectrum disorder engaged in automatically maintained stereotypy in the form of opening and closing doors. A functional analysis confirmed that he also emitted problem behavior that was maintained by access to stereotypy. We evaluated the separate and combined effects of functional communication training and arbitrary noncontingent reinforcement on both response classes. Results showed that the combination of functional communication training and noncontingent reinforcement was more effective at reducing stereotypy than either intervention on its own, although effects on problem behavior were unclear. These results suggest that combinations of interventions may be useful in the treatment of automatically maintained problem behavior.

The Long-Term Effects of Functional Communication Training Conducted in Young Children's Home Settings.

This article describes the results of a series of studies that involved functional communication training (FCT) conducted in children's homes by their parents. The 103 children who participated were six years old or younger, had developmental delays, and engaged in destructive behaviors such as self-injury. The core procedures used in each study were functional analyses (FA) and FCT conducted by parents with coaching by the investigators. The overall results of the projects showed that the FA plus FCT intervention package produced substantial reductions in destructive behavior (M = 90%), which were often maintained following treatment. In terms of behavioral momentum theory, these results suggest that analyses of behavioral persistence provide an explicit technology of maintenance.

The Effects of Functional Communication Training on Challenging Behaviors and Independent Communicative Behaviors of Students with Profound Intellectual Disabilities

The Effects of Functional Communication Training on Challenging Behaviors and Independent Communicative Behaviors of Students with Profound Intellectual Disabilities

The Effects of Functional Communication Training (FCT) on Reducing Aberrant Behaviors

배경 및 목적: 본 연구는 기능적 의사소통훈련을 통해 지적장애 중학생의 수업시간에 방해되는 돌발행동을 줄이고 적절한 의사소통기술을 교수하는데 효과적인가를 살펴보기 위해 사례연구 방법을 이용해 시행되었다. 방법: 연구는 학생의 교실에서 등교 시부터 한 시간씩 한 달 동안 진행되었고, 문제행동에 대해서 무시하고 대신 “잠시만요”라는 구어나 “도와주세요”를 나타내는 심볼이 들어 있는 카드를 보여주는 행동을 가르쳤고, 그 행동을 보였을 때 체계적인 보상이 주어졌다. 결과: 체계적인 보상제도는 연구대상학생의 문제행동의 횟수를 줄이는데 효과적이었으며 동시에 적절한 의사소통 기술을 가르치는데 도움을 주었다. 논의 및 결론: 기능적 행동분석을 통해 보이는 문제행동의 기능을 파악하고, 보상 제도를 체계화할 때 학생이 선호하는 보상의 종류를 반영하여 중재효과를 극대화하였다는 점에서 이 연구의 의의를 찾을 수 있다.

Functional communication training in the treatment of problem behavior maintained by access to rituals

This study evaluated the assessment and treatment of problem behaviors related to rituals for children with autism. After functional analyses, we used a multiple-probe design to examine the effects of functional communication training (FCT) plus extinction and schedule thinning as a treatment package for problem behavior and appropriate communication for 3 children. Results of the functional analyses suggested that problem behavior was maintained by reinstatement of the interrupted routine for all participants, and the treatment package reduced problem behavior. Generalization across activities was observed for 1 participant.

Functional analysis and functional communication training in individuals with Angelman syndrome

Objective: To assess the functions of challenging behaviour in four children with Angelman syndrome (AS) and to study the effects of functional communication training (FCT) with precursor-based prompting. This study builds on and extends the study of Allen et al.Method: Experimental functional analysis assessed behavioural functions. FCT was implemented within an ABAB design and effect sizes were calculated. Burst analyses depict tendencies in (precursor) behaviours surrounding target behaviours.Results: Results show challenging behaviour to be aimed at receiving attention, tangibles or escape. Burst analysis designated physical and eye contact and reaching for tangibles as precursors. Effects of FCT ranged from small to large.Conclusion: Behavioural functions for challenging behaviour were found and FCT was effective in reducing its frequency, when precursors were used as the onset of prompting. Functional equivalence between challenging and communicative behaviour was found. Implementing treatment for challenging behaviour based on precursors is advised.

Functional Communication Training Without Extinction Using Concurrent Schedules of Differing Magnitudes of Reinforcement in Classrooms

This study investigated the effects of functional communication training (FCT) implemented with concurrent schedules of differing magnitudes of reinforcement in lieu of extinction to reduce inappropriate behaviors and increase alternative mands. Participants were four adolescent students diagnosed with severe emotional and behavior disorders (SEBD), and mild to severe intellectual disabilities. Functional analyses revealed inappropriate behaviors as escape maintained. During subsequent FCT, the reinforcement provided for inappropriate behaviors was escape from task for 30 s (SR−). The reinforcement for the alternative mand was a 30-s escape from task during which access to a preferred activity was provided (SR−/PA). Results for three of the participants who had mild to moderate intellectual disabilities were highly successful. Time on task and generalization data also were recorded for two of the participants All sessions were implemented in the participants’ natural classrooms by their classroom teachers, without the adverse side effects of extinction.

Indirect Effects of Functional Communication Training on Non-Targeted Disruptive Behavior

The purpose of this study was to evaluate the effects of functional communication training (FCT) on the occurrence of non-targeted disruptive behavior. The 10 participants were preschool-aged children with developmental disabilities who engaged in both destructive (property destruction, aggression, self-injury) and disruptive (hand flapping, spinning in circles, shrill laughter, screaming, crying) behaviors. Only destructive behavior was targeted for the functional analyses and FCT, but data were also collected on disruptive behaviors. All procedures were conducted in the participants' homes by their mothers with investigator coaching. Phase 1 consisted of conducting a functional analysis within a multielement design. Phase 2 consisted of conducting FCT with demand fading and repeated extinction baselines within a reversal design. Single-case data are provided for 3 participants, and summary data are provided for all 10 participants. Results of phase 1 showed that all participants' destructive and disruptive behavior was maintained, at least in part, by negative reinforcement. Results of phase 2 showed that both destructive behavior and non-targeted disruptive behavior occurred at lower levels during FCT when compared to the functional analysis demand condition and baseline conditions, suggesting that FCT was effective in decreasing both target destructive behavior and non-targeted disruptive behaviors.

An analysis of the effects of functional communication and a Voice Output Communication Aid for a child with autism spectrum disorder

The purpose of this study was to examine the effects of Functional Communication Training (FCT) and a Voice Output Communication Aid (VOCA) on the challenging behavior and language development of a 4-year-old girl with autism spectrum disorder. The participant's mother implemented modified functional analysis (FA) and intervention procedures in Kerri's home. A multiple probe design across activities was used to analyze intervention effectiveness. FCT with a VOCA successfully decreased Kerri's challenging behavior and increased VOCA use. A secondary analysis revealed that Kerri increased her use of correct pronouns. Kerri's mother implemented modified FA and intervention procedures with a high level of fidelity. Social validity data indicated that Kerri's mother believed the intervention to be acceptable and effective.

Functional Communication Training with Toddlers in Home Environments

This study was conducted to examine the effects of functional communication training when used by mothers to address the serious challenging behaviors of toddlers. Multiple baseline (across home routines) designs were used with two mother-child dyads. The data showed mothers used the procedures correctly and interventions produced reductions in the children's challenging behaviors and increases in their use of communicative replacement skills. Social validity data supported the clarity of the effects and indicated that the procedures were viewed by the mothers as feasible and as having acceptable contextual fit. Results are discussed in relation to the importance of resolving challenging behaviors early in a child's life, and the need for additional research on effective strategies that can be used by typical intervention agents in natural settings.

Teaching a child with autism and severe language delays to reject: direct and indirect effects of functional communication training

We used functional communication training to teach Bob, a 10‐year‐old student with autism and severe language delays, to reject items by touching an icon. Our initial assessment revealed that Bob’s behaviours serving a rejecting function consisted of pushing away, yelling, bear hugging‐grabbing, and leaving. We used prompting, differential reinforcement, and error correction procedures to replace pushing away with touching an icon to reject. We examined the effects of this direct intervention on pushing away on Bob’s other rejecting behaviours to determine if there was any response co‐variation. Results indicate that we were successful at replacing pushing away with touching an icon to reject items, but that this intervention had variable effects on the other behaviours serving a rejecting function. We discuss the implications of our procedures and results for the use of functional communication training in the treatment of problem behaviours in children with autism.

Generalized Reduction of Problem Behavior of Young Children With Autism: Building Trans-Situational Interventions

The effects of functional communication training on the generalized reduction of problem behavior with three 4- to 5-year-old children with autism and problem behavior were evaluated. Participants were assessed in primary teaching settings and in three secondary, generalization settings. Through baseline analysis, lower effort interventions in the secondary settings were documented as ineffective when implemented alone. Higher effort interventions incorporating functional communication training were documented within a multiple baseline design to reduce problem behavior in the primary setting, but not in secondary settings until the lower effort interventions were re-introduced. Results demonstrate the need for trans-situational interventions based on a common functional assessment hypothesis across settings and including intensive interventions that enhance the effects of lower intensity interventions.