Using Functional Communication Training to Reduce Problem Behavior

Abstract

Functional communication training (FCT) is an evidence-based intervention that has been widely used and implemented to reduce problem behavior and teach replacement behavior in a variety of settings. Specific procedures have been researched and documented to ensure correct implementation. Functional communication training can be broken into three steps: (a) identifying the function of the problem behavior through a functional behavior assessment (FBA); (b) selecting an appropriate replacement communicative response; and (c) building new skill acquisition through teaching and rehearsal while using reinforcements and extinction.

Aggression Is Associated With Social Adaptive Functioning in Children With ASD and Anxiety

“…When aggressive behavior in children with ASD is associated with communication deficits, interventions focusing on the development of functional communicative skills, such as functional communication training (Carr & Durand, 1985), are likely to be helpful. Functional communication training, which is an intervention that teaches children new communication strategies with which to replace problem behavior (Chezan et al, 2018; Wu et al, 2022), has been widely used in children with ASD (Lindgren et al, 2020; Reichle & Wacker, 2017). When a child engages in aggressive behavior that serves a communicative function (e.g., hitting a parent who takes away a toy communicates the message “I do not like what you are doing!”), replacing the aggressive behavior with more appropriate forms of communicative behavior (e.g., using the words “I do not like that” or “I want my toy” to communicate this message) is likely to augment the development of more adaptive social behaviors.…”

Always Consider Culture: Incorporating Cultural Responsiveness into Functional Communication Training

“…Functional communication training is identified as an evidence-based practice for individuals with ASD, ID, other health impairments, and multiple disabilities (Gerow et al, 2018). When using FCT there are three steps involved: (a) identify the function of the challenging behavior through the functional behavior assessment (FBA) process; (b) select and teach appropriate replacement communicative responses to decrease the challenging behavior; and (c) provide reinforcement contingent upon targeted communicative responses (Carr & Durand, 1985; Wu et al, 2022). For more information about FCT, see Table 1.…”

An Overview of Recent Technology-Aided Intervention Strategies to Help People with Intellectual and Multiple Disabilities Meet Relevant Rehabilitation Goals

“…Among the rehabilitation goals that might be targeted with people with severe or severe to profound intellectual disability and possible sensory or motor impairments, two could be considered of immediate relevance. They concern (a) the strengthening of adaptive responses that, in addition to bringing about specific response-related benefits, may be instrumental in curbing inappropriate behaviors or postures (e.g., object mouthing and head and torso bending) [26][27][28][29][30] and (b) the strengthening of ambulatory behavior with or without the support of walker devices [31][32][33][34].…”