Functional Communication Training
Evidenced Based Practice for Students with Autism Spectrum
Disorders
Basics of Functional
Communication
Training
Functional Communication Training
• Used to decrease inappropriate or maladaptive
behaviors
• Increase communication.
• Done after a functional behavior assessment -
first identify the function of an inappropriate
behavior.
• Understanding the function allows us to find
an alternative way for the learner to achieve
that same function by using a more acceptable
communicative behavior.
Interfering
Behavior
Function of
Behavior
Replacement
Communicative
Behavior
Aggression,
Property
Destruction,
Avoid task
demands
Ask for a break
Elopement
Aggression,
Tantrums,
Screaming
Obtain preferred
item or activity
Request item or
activity
For Example:
The communicative behavior should serves as a replacement
behavior by achieving the same function as the maladaptive
behavior.
FCT can Decrease Maladaptive
Behaviors!
• FCT has been used to reduce
behaviors such as:
• Physical aggression
• Tantrums
• Screaming
• Disruption
• Elopement
• Self-injurious behaviors
• Property destruction
• Excessive straightening
• Mouthing materials
Interventions can be tailored to the
student's functioning level
• For example, if the original behavior served the
function of avoiding or escaping a task or activity,
the communicative behavior might be:
• Touching a “break” card
• Signing “break”
• Saying the word “break”
• Saying a phrase such as “need break” or “break
please”
Functional Communication Training
• Can begin with one communicative partner
and then goals can be added to generalize
the communication behavior to:
• New communication partners,
• Different settings,
• Different activities.
Key Idea
• The communicative behavior
should serves as a replacement
behavior by achieving the same
function as the maladaptive
behavior.
Benefits of FCT
• FCT provides a more acceptable alternative behavior or
communication system that enables the learner to achieve
the same desired outcome (such as escaping a non-
preferred task, obtaining access to a preferred item or
activity, obtaining attention, etc.).
• FCT operates not only by reducing problematic behaviors
that may be harmful to both the learner and others, but
also by increasing the communication skills of the learner
to better get his or her needs met.
Benefits of FCT
• FCT can also be a low-cost intervention that does not take
long to create.
• For example, for many learners, no materials are needed –
only the verbal or gestural prompt provided by the instructor.
• For other learners, the replacement communicative behavior
that is taught might simply involve a picture card that the
learner points to or exchanges to obtain the desired outcome
(such as a picture of a favorite toy).
ntion
Preschool
Elementar
y
Middle
High
(0
-2
(3
-5
(6
-11
(12
-14
(15
-22
years)
years)
years)
years)
years)
No
studies
Social
Social
Communi
Communi
Communi
Communi
cation
cation
cation
cation
Behavior
Behavior
Behavior
Behavior
School
-
School
-
Readines
Readines
s
s
Play
Play
Adaptive
Adaptive
Adaptive
Evidence Base for FCT
Communication
Frustrations Activity
Planning for Functional
Communication Training
Identify an Interfering Behavior Appropriate for
FCT
• Often these include:
• Aggression,
• Tantrums,
• Destructive behaviors,
• Self-injurious behaviors,
• Elopement
Be Aware…
• Stereotypic or repetitive behaviors, which may not serve a clear communicative
function may not be effectively replace using FCT
• Maladaptive behaviors that are associated with stereotypic or repetitive
behaviors can still be appropriately addressed using FCT.
• For example, if a learner elopes to obtain access to a stereotypic or repetitive
behavior (such as running away to stare at a favorite object) or engages in
aggression when access to that behavior is blocked (such as striking out when
an adult attempts to block the learner from repetitively opening and closing a
cabinet), the associated behaviors such as elopement or aggression can be
addressed using FCT by giving the learner a more appropriate way to
communicate the desire to engage in the stereotypic or repetitive behavior.
Determine the Function of the Interfering
Behavior
• In order to select and teach an appropriate replacement communicative
behavior, it is first essential to understand the function of the interfering
behavior. Sometimes a behavior may initially appear to serve one
function, but upon further analysis, the behavior is revealed to serve a
quite different function. For example, a learner who frequently runs away
may be assumed to be attempting to escape or avoid certain tasks, but
could actually be seeking attention or seeking access to a preferred item
or activity.
Functional Behavior Assessment
Handout
Ensure All Team Members are Familiar with
the Replacement Communicative Behavior
• An important step in the planning process is to ensure that all team members who
are working with the learner understand the replacement communicative behavior
that the learner will be using. Team members might include teachers, counselors,
speech language pathologists, paraprofessionals, support staff, and parents; any
adults who may be interacting with the learner in a context in which the learner may
be using the replacement communicative behavior should be aware of the
replacement communicative behavior.
• It is critical for people who may be interacting with the learner to both understand
what the learner is trying to communicate and to be able to respond accordingly if
put into a position to do so. Specifically, it is essential that the learner initially is able
to obtain the desired outcome when using the replacement communicative
behavior; otherwise, the learner may return to use of maladaptive behaviors if the
replacement communicative behavior is unsuccessful.
Gather and Organize Supporting
Materials
• Prepare all supporting materials prior to initiation of
FCT.
• Including:
• gathering any materials related to the communication,
such as picture cards or communication cards.
• programming devices if necessary
• preferred items that the learner may be requesting, such
as toys, books, games, or food.
Using Functional
Communication Training
Teach Use of the Replacement
Communicative Behavior
Provide prompting and guidance to use the
replacement communicative behavior using a most-to-
least hierarchy.
This hierarchy will vary depending on the form of the
replacement communicative behavior, but may consist
of full manual guidance and prompting with a gradual
fading of prompts.
Most to Least Prompting Hierarchy Handout
Reinforce the Replacement Communicative
Behavior
After the learner uses the replacement communicative behavior
(initially through prompting, but eventually, independently), it is
important for the instructor to reinforce the replacement
communicative behavior by providing the relevant response that
yields the desired outcome.
For example, if the learner’s replacement communicative behavior
is to ask for a break, the instructor should respond by removing
demands and providing a break. If the learner’s replacement
communicative behavior is to request a preferred item or activity,
the instructor should respond by providing access to the preferred
item or activity.
Reinforce the Replacement
Communicative Behavior
Reinforcement of the replacement communicative behavior is built
into FCT. By providing immediate access to the desired outcome,
the learner’s use of the replacement communicative behavior is
reinforced.
When first teaching use of the replacement communicative
behavior, it is important to reinforce the communicative behavior
consistently and frequently. Thus, a common teaching strategy is
to structure the teaching environment in a way that facilitates
frequent opportunities to use the communicative behavior over
the course of a teaching session.
Remove Reinforcement for the
Interfering Behavior
An additional strategy relevant to responding to the learner is to put the
interfering behavior on extinction and/or block access to the desired
outcome.
Putting a behavior on extinction means that the interfering behavior
should no longer be reinforced (i.e., it no longer enables the learner to gain
access to the desired outcome); the interfering behavior is commonly
ignored.
For example, the learner might be prevented from obtaining a preferred
item or activity unless the replacement communicative behavior is used
while the interfering behavior is simultaneously ignored.
Checking In
Jean’s teacher has provided full manual guidance to
prompt Jean to present a picture card to request her
preferred activity of reading. Jean’s teacher is now
touching Jean on the elbow and using the verbal
prompt, “Tell me what you want to do.”
Time Delay
Most-to-least prompt hierarchy
Extinction
Support Learner's Generalization of
Replacement Communicative Behavior
• Consider the following:
Set up structured opportunities for the learner
to use the replacement communicative behavior
in a different setting
Set up structured situations in which the learner
can use the replacement communicative
behavior with other adults
Provide multiple opportunities for the learner to
practice in the new setting and with different
people
Consider Shaping the Replacement Communicative
Behavior
In some cases, the replacement communicative
behavior that is taught and used by the learner
may already be in an acceptable form.
For example, for a learner who communicates
using picture cards, providing a picture card that
indicates the need for a break would be an
acceptable form of communication.
Consider Shaping the Replacement
Communicative Behavior
However, for some learners, the initially acceptable communication
may consist of a single word, picture, or some approximation of
the replacement communicative behavior that is not at the level at
which the learner is ultimately capable of communicating.
For example, for a learner who is putting together several picture
cards to create short phrases and sentences on a communication
board or a learner who speaks in full sentences, a brief phrase on a
picture card is a simpler form of communication than what might
ultimately be expected.
Shaping Involves...
Gradually reinforcing closer approximations of the
desired communicative behavior.
Modeling and prompting might also be needed to
show the learner what is expected.
Shaping
For example, if a learner who can communicate using short phrases
and sentences has been asking for a preferred item by saying
“toy,” the shaping steps might be for the learner to say:
“Want toy”
“I want toy”
“I want the toy”
“I want the toy, please”
The final form of the desired communication would depend on the
skills of the learner.
Thin Reinforcement for Replacement
Communicative Behavior
Providing an immediate response to a learner that
reinforces use of the replacement communicative
behavior is not always feasible.
For example, a learner may request access to a
preferred activity when it is not appropriate or
even possible.
Thinning the Schedule of
Reinforcement
A valuable step in the teaching process is to thin the reinforcement
for the replacement communicative behavior by gradually
increasing the interval of time between the learner’s use of the
replacement communicative behavior and the reinforcing
response (such as removing demands or providing access to a
preferred item or activity).
This step essentially teaches the learner to wait for the reinforcer.
The time interval should be discussed and decided upon by the
team based on the individual needs of the learner, but could be as
short as initially waiting 5-10 seconds.
Checking In
What teaching strategy is next?
Monitoring Functional
Communication Training
Collect and Analyze Data on Interfering Behavior
• Data collection in FCT should focus on two key
areas:
• Interfering behavior that was targeted for the
intervention
• Replacement communicative behavior that is
being taught to the learner.
Replacement Communicative
Behavior
It is important to collect data on the learner’s use of the target
communicative behavior. Data collection might include the level
of support and prompting the learner needs and relevant details
such as the setting, time, antecedents, and/or consequences.
Information can be collected about both the interfering behavior
and replacement communicative behavior simultaneously. Here
is a sample data collection tool for both the interfering behavior
and the replacement communicative behavior.
Replacement Communicative Behavior -
Interval
Can be used when replacement communicative
behaviors are provided or in situations where the
behaviors are frequently occurring.
Note the time interval in the sheet above is 5 minutes.
Time intervals could be as short as a few seconds or
as long as a full 45-60 minute class period.
The time interval selected should be short enough
to capture the occurrence of the behavior
appropriately.
Checkin In
Joan has been hitting other people and screaming in
order to gain their attention. She engages in this
behavior approximately 5-6 times in an hour. Using
FCT, her teacher is teaching Joan to request attention in
a more appropriate way using her voice output device.
Which type of data collection sheet would be most useful
for collecting data during the training process?
• Data collection sheet with individual occurrences
• Data collection sheet with 5-minute intervals
• Data collection sheet with 10-second intervals
Determine Next Steps
Based on Learner's
Progress
Considerations for Monitoring FCT Handout
What if the learner with ASD is not
showing progress with FCT?
If the learner with ASD is not showing progress with functional
communication training, ask yourself the following questions:
• Is FCT being used with fidelity (Implementation Checklist)?
• Did a functional behavior assessment (FBA) indicate the function
of the behavior?
• Is the replacement communicative behavior addressing the
function of the interfering behavior?
• Are team members providing the learner with reinforcement for
using the replacement communicative behavior?
If these issues have been addressed and the learner
with ASD continues to not show progress, consider
selecting a different evidence-based practice to use
with the learner with ASD.
Checking In
• What are the next steps?
Step by Step Guide Handout
Let’s Check In
1. Functional communication training is a
systematic practice used to....
Choose one
Replace maladaptive behaviors
Replace interfering behaviors
Both A and B
2. Functional communication training has
been used to…
Choose all that apply
Reduce physical aggression
Reduce self-injurious behaviors
Increase greetings of peers
Reduce elopement
Increase conversation skills
Reduce property destruction
3. The function of the interfering behavior
should be determined after selecting an
appropriate replacement communicative
behavior.
True
False
4. When selecting a replacement
communicative behavior, consider:
Form Function Effort
Choose one
• A and B
• B and C
• A and C
• All of the above
• None of the above
5. The replacement communicative behavior
should initially require:
High effort for the learner to produce
Low effort for the learner to produce
None of the above
6. When teaching the use of the replacement
communicative behavior what prompts
should be used?
A most-to-least hierarchy
A least-to-most hierarchy
No prompts
7. After the learner uses the replacement
communicative behavior, the instructor
should
Continue with the task or activity the learner was engaged in.
Reinforce the replacement communicative behavior by providing
the relevant response that yields the desired outcome.
Reinforce the replacement communicative behavior by providing a
token using the token economy system.
8. When using FCT, do not thin
reinforcement for the replacement
communicative behavior.
True
False
9. Data collection in FCT should focus only
on the interfering behavior that was
targeted for the intervention.
True
False
10. Select possible reasons for why a learner
with ASD might not show progress with
FCT.
Choose all that apply
• FCT is not being used with fidelity
• A functional behavior assessment was used to determine
function of the interfering behavior
• The replacement communicative behavior did not address the
function of the interfering behavior
• Team members provided the learner with reinforcement for
using the replacement behavior
Let’s design an intervention...
ASD Video Glossary
Associated Features - Challenging
Behaviors - 3 - Robbie
