Functional Communication
Overview
Functional communication training (FCT) is a practice that came from the research on
functional behavioral assessment (FBA). The purpose of FBA is to determine the
purpose of a behavior that is interfering with a learner's growth and development,
although this behavior may or may not be used to communicate (Doss & Reichle, 1989).
These kinds of behaviors often are called "interfering behaviors" because they prevent
the learner from learning key social, communication, and academic skills. Another name
for interfering behavior is the target behavior.
For example, the FBA may determine that a seventh grader runs away from science
class during group work to avoid the high noise level in the room. Once the FBA has
determined the function of a single interfering behavior, or a group of behaviors that all
serve the same function, FCT is used to teach a new, communicative behavior that
replaces the interfering behavior (i.e., the communicative behavior serves the same
purpose as the interfering/target behavior).
Using the previous example, the seventh grader may be taught to hand the teacher a
card with a picture requesting that he work in the quiet library when the noise level
becomes too much to handle. FCT typically involves teaching a new behavior while
not providing reinforcement for the interfering behavior. Gradually, learners stop
using the interfering behavior when they realize that it is no longer effective in getting
them what they want.
Why Use FCT?
Functional communication training (FCT) is particularly useful with learners with ASD
because of the communication problems associated with autism. Also, many learners
with ASD engage in interfering behaviors, including those that are repetitive,
stereotypical, and disruptive in nature. In fact, research suggests that there is a
connection between communication difficulties and the resulting production of
undesirable behaviors (Mancil, Conroy, Nakao, & Alter, 2006). That is, many learners
with ASD engage in interfering behaviors because they do not have key social and
communication skills that allow them to interact successfully with others.
Interfering behaviors often are problematic because of their effect on others (e.g., a
learner with ASD who yells interferes with the learning of other students, a learner who
bites may harm another student). Interfering behaviors also are problematic for learners
with ASD because they slow their growth and development in other domains (e.g.,
adaptive, academic).
FCT is helpful for learners with ASD who are engaging in interfering behaviors and lack
social-communication skills because they are systematically taught functional
communicative acts that result in "marked reductions in the level of behavioral
problems" (Carr & Kemp, 1989, p. 562). Furthermore, FCT facilitates functional and
generalized communication skills that increase independence skills and improve the
quality of life for individuals with ASD.
With FCT, learners are taught more developmentally appropriate forms of
communication. For example, many learners with ASD engage in what is known as
autistic leading, in which they take adults or peers by the hand and lead them to a
desired object. FCT has been used successfully to replace autistic leading with more
developmentally appropriate forms of communication, such as pointing (Carr & Kemp,
1989).
One advantage of FCT is that learners benefit from the reinforcement of a
communicative partner's response, regardless of who that partner is. Some
sophisticated behavioral programs, such as timeout, require that the communicative
partner be trained in how to respond. However, simple requests for attention or
assistance (like those taught in FCT) can be understood by many people in the
community, and these partners are able to respond to the communication of people with
disabilities (Durand & Merges, 2001, p. 115).
For example, a teenager on the bus may be able to point to a picture requesting "help,"
and the bus driver would be able to understand the message and help the teen count
out his change. This scenario is far preferable to the same teen needing help but not
being able to communicate that need and throwing his change at the driver!
Who Can Use FCT and Where Can It Be
Used?
FCT can be used effectively with children and youth with ASD, regardless of cognitive
level and/or expressive communicative abilities. For example, nonverbal, lower-
functioning learners with ASD may learn to activate a speech-generating device (SGD)
to request a break. Learners who are higher-functioning may be taught to say, "Please
don't touch me," rather than hitting peers in line.
The evidence base shows that FCT is an effective practice that can be used with
learners ranging from 3 to 15 years of age. Although FCT has been used with adults.
The studies that comprise this evidence base were conducted in clinical, school-based,
and home environments. To promote generalization, it is important that FCT be
implemented in multiple environments, such as school, vocational settings, group
homes, and community sites (Durand & Merges, 2001). Home programs that involve
training parents to implement FCT also have been shown to be successful (Mancil et
al., 2006). Within these locations, training should take place anywhere the interfering
behavior is exhibited.
For example, if a learner always uses autistic leading to request favorite books, FCT
should not be limited to a therapy room, but should also take place in the classroom, in
the library, and anywhere else the learner requests books.
To promote generalization of newly acquired skills, it is important to consider who will be
helping provide the intervention. Although any adult with access to the learner may
implement FCT, having the learner interact with multiple communicative partners helps
the learner become skilled at communicating with different people, rather than
becoming dependent on a specific partner.
Are Assessments Necessary Before
Initiating an FCT Program?
A high-quality FBA should be completed prior to initiating FCT. Without an FBA, there is
no way to identify a communicative behavior that serves the same purpose as the
interfering behavior.
It is also important to know what methods of communication are easiest for the learner
to use. For example, even though a learner is verbal, it may be difficult for him to use a
verbal response in the heat of the moment. A verbal learner may find it easier to hand
over a sentence strip saying, "I need a break," to the teacher when he becomes
frustrated rather than speaking the same words.
Other communicative methods include signs, speech-generating devices (SGD),
gestures, picture exchange, or picture pointing. Conversations with other professionals
and family members who are close to the learner, as well as observations of the learner,
are needed to obtain information regarding the most effective communicative method.
What Other Factors Should Be
Considered Before Initiating an FCT
Program?
Teachers/practitioners should talk with adults and peers who are potential
communicative partners prior to their engagement with the learner, to teach them how
to respond appropriately to the learner's use of the replacement behavior (Doss &
Reichle, 1989). For example, communicative partners may be taught the meanings of
signs, introduced to a speech-generating device (SGD), or taught the meaning of
various pictures. Teachers/practitioners should explain to peers why it is important for
them to respond to the communicative act in a certain way (e.g., "If Ben says, Leave me
alone!' you must leave his space and find something else to do so that he learns to use
these words instead of pushing."). Communicative partner training also must include
directions on how to not reinforce the interfering behavior.
Certain environmental factors contribute to the success of FCT. For example, learners
with ASD should be given opportunities to engage in choice-making, which provides
them with some control of their day. Also, classes with heterogeneous populations,
rather than classes full of learners with behavioral needs, may allow teachers to attend
to the learner with ASD while other students are working independently. Finally,
increased support in the classroom allows teachers and other adults to attend to the
learner with ASD (Durand & Merges, 2001). For instance, additional staff may be
needed when replacement behaviors are initially being taught. As learners become
more independent with, and successful at, using new skills, any additional staff may be
faded out of the environment.
Step-by-Step Instructions
The module authors have identified 13 steps to implement Functional Communication
Training with fidelity. These include:
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Identifying the Interfering Behaviors
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Completing a Functional Behavioral Assessment
Identifying a Replacement Behavior as a Substitute for the Interfering Behavior
Designing and Implementing Data-Collection Procedures
Manipulating the Environment to Elicit the Interfering Behavior
Planning Opportunities for Generalization
Prompting Learners to Use Replacement Behavior
Not Reinforcing the Interfering Behavior
Providing Reinforcement
Shaping the Response
Fading the Use of Prompts
Increasing the Time Between the Replacement Behavior and Reinforcement, and
Monitoring Learner Progress
Step 1. Identifying the Interfering
Behavior
Teachers/practitioners identify:
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an inappropriate behavior (e.g., hitting, grunting, falling to the floor) that is serving
some type of communicative function and that is being reinforced (perhaps
unknowingly) so that it occurs on a regular basis; or
a subtle communicative attempt that can be replaced with a more socially accepted
form of communication.
Teachers/practitioners (e.g., speech/language pathologist, paraprofessional)
identify an interfering behavior or a subtle communicative form as the interfering
behavior.
Potential interfering behaviors that individuals may use to communicate and are being
reinforced (perhaps unknowingly) include:
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interfering behaviors that may be repetitive, disruptive, and/or self-injurious; and
subtle forms of communications such as grunting, reaching, leading.
Step 2. Completing a Functional
Behavioral Assessment (FBA)
Two parts of the FBA process are implemented by teachers or practitioners and serve
as reminders to those who are experienced with the FBA process.
Teachers/practitioners who are not familiar with FBA, are referred to the module on FBA
(coming soon). A high-quality FBA consists of many discrete steps related to identifying
the interfering behavior, collecting baseline data, developing a hypothesis statement,
and testing the hypothesis. The information gathered and developed during these steps
is helpful when implementing FCT.
Teachers/practitioners complete a high-quality FBA.
With FBA, teachers/practitioners use:
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indirect assessment (e.g., interviews, record review, questionnaires); and
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direct assessment (e.g., A-B-C observation) to create a hypothesis about the
function of the interfering behavior and to determine what might be causing and
reinforcing the behavior.
An FBA provides teachers/practitioners with a clear understanding of why learners
engage in the interfering behavior.
Teachers/practitioners identify the function of the interfering behavior.
Data collection is a key part of a high-quality FBA and is essential for determining the
function of the interfering behavior. The function of the interfering behavior may include
one of the following:
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gaining attention (e.g., a teenager screams to get attention from staff);
escape (e.g., a boy bites his hand so that he is removed from math class);
gaining access to tangible/edible items (e.g., a girl grabs cookies from her friend's
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hand); or
acquiring automatic sensory stimuli (e.g., a learner flaps his hands during language
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arts).
Data also provide baseline information that is critical for planning effective interventions.
Considerations for planning interventions include identifying:
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antecedents of the interfering behavior (i.e., what happens to precipitate the
behavior) and consequences (i.e., what happens after the behavior that might be
maintaining it);
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environments where the interfering behavior occurs;
people involved with the learner when the interfering behavior occurs; and
frequency and intensity of the interfering behavior.
Step 3. Identifying a Replacement
Behavior as a Substitute for the
Interfering Behavior
Teachers/practitioners identify a replacement behavior that serves the same function as
the interfering behavior and that will serve as a substitute.
In general, a replacement behavior should allow the learner to get what he wants just as
easily, or more easily, than the interfering behavior. The learner has little incentive to
use a replacement behavior if it is less efficient than the interfering behavior.
Teachers/practitioners select a form of communication (e.g., signing,
verbalizations, pictures) that is appropriate for the learner.
Depending on the learner, the replacement behavior may be delivered through
verbalizations (e.g., words), signs, gestures, pointing, the use of a picture exchange
communication system (PECS), or a speech-generating device (SGD).
Teachers/practitioners choose a replacement behavior that is efficient.
The replacement behavior should be simple enough to:
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be taught in a short amount of time; and
allow the learner to quickly acquire the behavior and gain access to the
reinforcement.
If learners are asked to produce a complicated replacement behavior, they may revert
back to the undesirable interfering behavior.
Teachers/practitioners identify a replacement behavior that is acceptable and
appropriate for both the environment and the learner.
The replacement behavior should be appropriate for the learner's environment and be a
task or activity that the learner can or will do. For example, teaching a seventh-grade
student to hold up a large picture of a toilet to request a bathroom break is not
acceptable in an inclusive middle school setting because it may invite unnecessary
teasing from classmates. In this situation, it may be more appropriate to teach the
student the manual sign for toilet.
Teachers/practitioners choose a replacement behavior that is recognized by
multiple communicative partners.
If the replacement behavior is not recognizable to others, partners may not respond,
and the interfering behavior may not occur less frequently. Teaching a learner with
significant needs who is difficult to understand to say, "I need help with this," may not be
an appropriate use of FCT. If the sentence is difficult to understand, partners may not
provide the reinforcement (assistance) consistently. As a result, the interfering behavior
will not decrease. However, if the same learner is taught to sign, "Help," communicative
partners can more quickly recognize the communication and provide reinforcement.
It is worth noting that with sign language, it may be that the communicative act is
recognizable to a limited group: either to people who understand sign language or, even
more limiting, to a select group of people who have learned an individual learner's
version of signed words. Other forms of communication, including pictures and speechgenerating devices, may be easier to generalize to multiple environments.
Teachers/practitioners incorporate the learner's ability to get someone's attention
into the replacement behavior if necessary.
Teachers/practitioners should recognize that learners using nonverbal communicative
forms (e.g., signing, pointing to pictures) may need to gain the attention of the
communicative partner prior to making requests. Gaining the attention of others before
making a request is particularly relevant if initial practice of the instruction in FCT occurs
where the learner already has the communicative partner's attention (e.g., traditional
one-on-one therapy at a table). In other environments, the learner may be unable to use
the replacement behavior successfully if the partner is not aware of the learner's desire
to communicate.
For example, a learner may be signing, "Help," while his assistant is working to another
student. The replacement behavior could be to first touch the communicative partner's
shoulder and then produce the sign.
In summary, the replacement behavior should be one that is easily taught, is agreed to
be appropriate by all team members (including classroom teachers, assistants, special
education staff, parents, and, potentially, the learner), and is easily understood by
communicative partners. Most important, the replacement behavior should result in the
learner's ability to be rewarded by positively communicating their needs to partners.
Step 4. Designing and Implementing
Data-Collection Procedures
Teachers/practitioners implement data-collection procedures that are functional,
meaningful, and available to the team members who are responsible for data
collection.
Teachers/practitioners design and then implement data-collection procedures that are
functional, meaningful, and useful for the team. When designing data-collection
procedures, teachers/practitioners collect data (in the same way they were collected
during the FBA) to monitor learner progress, to determine the effectiveness of FCT, and
to identify ways in which the intervention needs to be modified if the learner is still using
the interfering behavior more often than the replacement behavior.
Data are collected:
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before FCT is implemented (typically during the FBA process); and
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during the implementation of FCT (e.g., weekly).
Baseline data are gathered during the FBA process. For more detailed information on
collecting baseline data, please review the FBA Steps for Implementation, Step 3
(coming soon)
Data collected during the implementation of FCT will be used to monitor its
effectiveness. Typically, data are collected on the same variables during the FBA, the
preintervention phase (or baseline), and the intervention.
Data collection focuses on:
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antecedents;
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prompts required to produce the replacement behavior;
frequency of the replacement behaviors;
frequency of the target interfering behaviors; and
consequences of the behavior.
See example to the right.
Data collection allows teachers/practitioners to determine if the replacement behavior is
decreasing the incidence of the interfering behavior. Data may also be compared to
baseline data to determine overall progress and to provide information on the
consistency or changing functions of behaviors. In addition, data allow team members
to monitor the level of prompting required to use the replacement behavior.
Teachers/practitioners use data to monitor FCT effectiveness and whether
aspects of FCT need adjustment.
Certain aspects of the intervention may need to be changed if learners continue to:
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use the interfering behavior rather than the replacement behavior;
require too much prompting to use the replacement behavior; or
have difficulty generalizing the use of the replacement behavior
Seeking the answers to the following questions may be helpful during this problemsolving process (more details on these issues are discussed later in this module):
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has the function of the behavior been identified correctly?
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did the communicative behavior serve as a replacement for the undesirable
behavior?
was the replacement behavior efficient, appropriate, and recognizable?
was instruction provided in environments where the interfering behavior typically
occurs?
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was the instruction provided in multiple environments and with multiple people?
were the prompting procedures appropriate for the learner?
did the communicative partner provide reinforcement quickly and consistently?
was no reward provided when the learner produced interfering behavior?
was the interfering behavior made to be less efficient than the replacement
behavior?
Step 5. Creating the Environment That is
Likely to Produce the Interfering
Behavior
Teachers/practitioners create an environment, materials, and/or activities that are likely
to produce the interfering behavior and provide numerous opportunities for learners to
practice using replacement behaviors instead.
Teachers/practitioners teach the replacement behavior in the environments where
the interfering behavior occurs.
The FBA process gives teachers/practitioners information about the situations and
environments in which the interfering behavior is likely to occur. For example, if the FBA
documents that a learner bangs his head on the table to reject any painting activity, the
replacement behavior (e.g., pushing a Big Mac switch that is programmed to say, "No,
thank you,") should be taught in the art class in which the interfering behavior occurs.
Teachers or practitioners create materials or activities that provide opportunities
for the repeated practice of the replacement behavior.
For example, a teacher/practitioner could plan more painting activities so that a learner
can practice using the Big Mac. Other examples include serving small portions at snack
time so the learner must present a picture of "more" multiple times (instead of leading
someone to the food/drink) or having an adult engage in another activity so that the
learner has to gain attention by waving her hand (rather than screaming).
Step 6. Planning Opportunities for
Generalization
The primary purpose of this step is to plan opportunities for generalization so that
learners can practice replacement behaviors in multiple settings and with multiple
individuals.
Teachers/practitioners teach the replacement behavior with multiple
communication partners.
A key factor in the generalization of replacement behaviors is to include multiple people
as communicative partners so that learners become used to interacting with various
people.
Teachers/practitioners teach the replacement behavior across multiple
environments.
Another important factor in generalization is to teach the use of the replacement
behavior in multiple environments. Such environments may include different areas in
the school, job sites, before and after-school care facilities, and in the home. Home
programs, as well as environments that provide the opportunity to make choices, tend to
result in more successful FCT programs and generalization of skills.
Teachers/practitioners train communicative partners to respond to the learner's
use of the replacement behavior.
For example, if a learner is taught to say, "Leave me alone" rather than biting peers, the
peers are taught to move away from the learner when they hear this request. Similarly,
all communicative partners (e.g., assistants, teachers, parents, peers) should be taught
to provide reinforcement quickly and consistently.
Teachers/practitioners introduce varied vocabulary used to make requests, if
appropriate for the learner's developmental level.
The ability to request items is improved by practicing this skill in different settings and in
making requests for a variety of items. For example, teach learners how to request
bubbles, a sandbox, a rice bin, and LegosTM rather than always practicing a request for
bubbles. Make certain that the vocabulary chosen is reinforcing to learners as well as
appropriate for their developmental levels.
Step 7. Prompting Learners to Use
Replacement Behavior
Teachers/practitioners use prompts to help learners use replacement behaviors when
appropriate. Prompts vary depending on the individual learner's abilities.
Teachers/practitioners prompt the learner to use the replacement behavior,
beginning with a prompt that ensures that the behavior will be learned perfectly
(i.e., using a prompt strong enough to guarantee use of the replacement
behavior).
With all prompting procedures, errorless teaching is the goal. That is, the
teacher/practitioner may use a higher level of prompting in order to guarantee that the
learner produces the replacement behavior rather than the interfering behavior. This
may require a more intrusive prompt (with a goal of moving toward a less intrusive
prompt; see Step 11).
The correct prompting level will vary depending on the learner. Some learners may be
able to use the replacement behavior when prompted subtly. For example, a seventh
grader who is high functioning but minimally verbal may start humming loudly while
doing seat work so that he is sent out of the room. A teacher may be able to explain to
this student that he will be provided with a card with an X on it, and that he is to hand it
to the teacher when he wants a break. It may then take prompts as subtle as the
teacher touching the card to prompt him to use the strategy. Other learners may require
a more intrusive prompt such as hand-over-hand to help them activate the speechgenerating device that voices their request, "I want a break."
Step 8. Not Reinforcing the Interfering
Behavior
In this step, reinforcement is not provided for the interfering behavior. In the case of
dangerous behaviors and subtle communicative acts, teachers/practitioners alter their
reactions to decrease the effectiveness and efficiency of the interfering behavior.
Teachers/practitioners must not reinforce any instance of the interfering
behavior, if possible.
In the process of teaching the replacement behavior, teachers/practitioners do not
reinforce any instance of the interfering behavior.
Teachers/practitioners intervene as minimally as possible if the interfering
behavior is potentially dangerous.
If learners engage in behaviors that are potentially dangerous to themselves or others,
teachers/practitioners intervene as minimally as possible to protect the safety of all
involved.
For subtle communicative acts (e.g., leading), teachers/practitioners make the
interfering behavior less efficient than the replacement behavior (e.g., pointing).
To accomplish this, teachers/practitioners:
o
o
o
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pause after the learner uses the subtle communicative act (e.g., leading);
ask, "What do you want?"
prompt the learner to use the replacement behavior; and
provide reinforcement for using the replacement behavior.
This delay in reinforcement may make the subtle communicative act much less efficient
than the replacement behavior.
Step 9. Providing Reinforcement
It is pivotal that reinforcement for the replacement behavior is provided quickly and
consistently.
All communicative partners consistently provide immediate reinforcement in
response to the replacement behavior.
While learners are beginning to use the replacement behavior, it is critical for their
partners to respond quickly and consistently. If this does not happen and learners do
not get the desired reinforcement, the interfering behavior will not decrease, and the
replacement behavior will not be used more often.
For example, if learners do not immediately get desired consequences (e.g.,
communicative partner is working with another student and makes the learner wait to
get his chip after the learner signs, "chip"), they are unlikely to use the replacement
behavior. Instead, they will use the interfering behavior (e.g., reaching across the table)
that the FCT program is trying to decrease.
Step 10. Shaping the Response
Teachers/practitioners focus on shaping learners' responses into more complex
communication.
Teachers/practitioners initially accept any attempt of the replacement behavior.
Early attempts of the replacement behavior are often imperfect. For example, a learner
may be taught to request, "I want a snack." As this communicative response is
introduced, the learner may simply say, "Snack." Initially, teachers/practitioners accept
this communicative attempt because it is preferable to the behavior (e.g., grabbing food
from a shelf).
Teachers/practitioners shape the replacement behavior by reinforcing closer
approximations of the replacement behavior until it more closely resembles the
desired production.
As the training process goes on, more complete approximations of the communicative
response are required.
Teachers/practitioners change the replacement behavior if it appears that, even
with opportunities for shaping, the learner is unable to produce it accurately.
The replacement behavior should be something that the learner can produce efficiently
and that is easily recognizable. If a learner is not able to produce the replacement
behavior well, even with opportunities for shaping, it may be appropriate to choose a
different replacement behavior, such as a simpler verbalization (e.g., "Eat" rather than "I
want a snack"), a sign, use of a speech-generating devices, or pictures.
Step 11. Fading the Use of Prompts
Teachers/practitioners fade the use of prompts so that learners become more
independent in using replacement behaviors.
Teachers/practitioners slowly fade the use of prompts, using data and time delay.
Prompts that are required early in the training process are faded and replaced with
prompts that are less intrusive. For example, a student who requires hand-over-hand
assistance to activate a speech-generating device may quickly require a different, less
intrusive cue, such as a hand hovering over the icon or pointing to the device.
Time delay is one way to identify types of prompts learners require. When a less
intrusive prompt is introduced, wait and see what the learner does. Wait long enough for
the learner to have an opportunity to produce the replacement behavior (the amount of
time will vary depending on the learner), but intervene with a more intrusive prompt if it
appears that the learner will produce the interfering behavior instead.
The chart to the right provides an example of how prompts can be faded during FCT
(adapted from Durand, 1990). In this example, a student is being taught to request a
break by pointing to a picture representing "break." The most intrusive prompt, a
physical prompt to elicit the point, is described as Prompt Level 4. The least intrusive
prompt is simply being in the math classroom; the classroom itself serves as a reminder
for the routine of the class (namely, that a break will be provided when and if the student
point to the break picture).
Step 12. Increasing the Time Between
the Replacement Behavior and
Reinforcement
Because it is not realistic for reinforcement to always be granted immediately upon the
request, teachers/practitioners slowly increase the interval between the replacement
behavior and the delivery of the reinforcement.
Teachers/practitioners talk with team members to determine a reasonable amount
of time for learners to wait between production of the replacement behavior and
delivery of reinforcement.
Teachers/practitioners slowly increase the length of time between the production
of the replacement behavior and the delivery of reinforcement.
It may also be useful to increase the distance between learners and communicative
partners so that learners must seek out communicative partners before using the
replacement behavior. This may be done by having the learner and the communicative
partner in different areas of the same room, or even by having the communicative
partner in the hall or around the corner.
Step 13. Monitoring Learner Progress
The teacher/practitioner continues to take data related to the learner's use of the
replacement behavior to measure progress and make plans related to what prompting
and reinforcement procedures are required.
Teachers/practitioners collect progress monitoring data for individual learners to
determine:
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learners' use of the replacement behavior in different settings; and
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the type and intensity of prompts learners need to use the replacement
behavior correctly.
As teachers/practitioners fade prompts, learners become more independent in their use
of the replacement behavior. Teachers/practitioners use these data to determine
whether independent use of skills generalizes across environments and communicative
partners.
Teachers/practitioners use progress monitoring data to determine next steps.
Teachers/practitioners use data to make instructional decisions. For example, the
learner may not use the replacement behavior at lunch. Progress monitoring data may
indicate that the communicative act is not reinforced quickly and consistently in the
lunchroom. As a result, staff can be alerted to this and properly trained. Data may also
show, for example, that the learner is always being provided with a verbal prompt.
Teachers/practitioners may look at these data and decide that all the communicative
partners should use time delay to see if a less intrusive prompt would work. Additionally,
if data indicate that the learner is not using the replacement behavior, it may be
necessary to go back to the FBA and determine if, in fact, the true function of the
interfering behavior was identified.
Case Study Examples
The module authors have provided two case examples to demonstrate implementation
of FCT.
Ben is a 6-year-old kindergartener with ASD. Prior to starting kindergarten, he attended
a community preschool for 2 hours a day. He did well in this environment, and his
teachers did not have any concerns with his behavior. In kindergarten, however, Ben
started exhibiting some interfering behaviors during physical education class. Several
times per week, Ben would run from the gym and try to leave the school. Occasionally,
this also happened in the lunchroom.
Amir is a seventh grader with Asperger Syndrome. He is highly verbal and does well
academically. However, Amir recently developed some interfering behaviors.
Specifically, he started biting his hand and humming during science class in the
afternoon. His teacher was very frustrated because it was disrupting the class; besides,
Amir was hurting himself. As a consequence, the teacher started sending Amir to the
resource room when he engaged in these behaviors. Amir's team completed a thorough
and high-quality FBA and determined that the behavior always occurred when group
work was on the schedule, and that the function of the behavior was to avoid the group
work.
Ben
Case Study: Ben
Ben is a 6-year-old kindergartener with ASD. Prior to starting kindergarten, he attended
a community preschool for 2 hours a day. He did well in this environment, and his
teachers did not have any concerns with his behavior. In kindergarten, however, Ben
started exhibiting some interfering behaviors during physical education class. Several
times per week, Ben would run from the gym and try to leave the school. Occasionally,
this also happened in the lunchroom.
Ben's team decided that an FBA was needed to determine why he was fleeing P.E. and
lunch. They had several hypotheses. For example, maybe he did not like the activity, or
maybe he was avoiding the teachers. A thorough FBA determined that Ben was fleeing
to avoid the noise level in the gym and cafeteria. Ben's speech therapist and teacher,
who both knew him well, discussed what kind of communicative act they could teach
Ben that would be easy for him to use when he was feeling uncomfortable with the
noise. Although Ben was verbal, his language skills were delayed, and he frequently
relied on other methods of communication. They decided to provide Ben with a picture
of headphones, which he could hand to the P.E. teacher to obtain sound-reducing
headphones. The picture was attached to the wall of the gym and in the cafeteria with
Velcro, close to where Ben usually sat.
When FCT was first implemented, a support person started going to P.E. and lunch with
Ben's class. She watched for antecedents to Ben's flight, which the team had identified
during the FBA. These included free play time, when children started yelling at one
another, and the last 5 minutes of lunch, as children finished eating. The support person
was able to prompt Ben to use the picture by physically walking him to the picture and
then walking him to the P.E. teacher/cafeteria supervisor. Later, the prompts became
more subtle (e.g., pointing to the picture). Ben enjoyed the headphones (he thought
they were like a pilot's), and they dampened the sound enough to allow him to stay in
the gym and cafeteria.
FCT taught Ben how to use a communicative act to request a change in his
environment that was functionally equivalent to fleeing the gym and cafeteria. Rather
than providing him with the headphones all the time, he was able to use them only when
needed.
Amir
Case Study: Amir
Amir is a seventh grader with Asperger Syndrome. He is highly verbal and does well
academically. However, Amir recently developed some interfering behaviors.
Specifically, he started biting his hand and humming during science class in the
afternoon. His teacher was very frustrated because it was disrupting the class; besides,
Amir was hurting himself. As a consequence, the teacher started sending Amir to the
resource room when he engaged in these behaviors. Amir's team completed a thorough
and high-quality FBA and determined that the behavior always occurred when group
work was on the schedule, and that the function of the behavior was to avoid the group
work.
Amir's team discussed the situation, and decided it was more important for Amir to
verbally advocate for his own needs than to participate in group activities. He worked
with small groups in other classes, which appeared not to bother him as much. His
science teacher sat down with Amir and explained that if he raised his hand and
requested, "May I work on my independent project?" he would be allowed to spend
science class in the library. At the same time, the teacher also expressed interest in
Amir staying for the group, as he valued his participation and thought he was an asset
to the class.
Amir was thrilled to have this choice and needed minimal prompting to use the
communicative behavior. As promised, he was allowed to work in the library on an
independent project. As the year went on, however, Amir became more interested in
some of the class activities, especially when they were specific to his interests. He
began staying in class for some group work, requesting to work independently when it
suited him.
Allowing Amir to make choices about his own environment and verbally advocate for his
needs kept his interfering behaviors out of the classroom, and eventually led to his
participation in group work.
Summary
FCT is a practice that teaches learners with ASD how to use more appropriate
replacement behaviors rather than engaging in behaviors that interfere with their
learning and development. The FBA process allows teachers and other practitioners to
identify a replacement behavior that serves the same function as the interfering
behavior but in a more appropriate way. FCT can be used with learners of any age, and
at any level of functioning.
When implementing FCT, teachers/practitioners should consider the selection of the
method of communication (e.g., a verbal message, a sign, pointing to a picture),
selection of the communicative message by ensuring that the message matches the
function of the interfering behavior (e.g., "Break please," "I'm hungry," "Leave me
alone"), generalization and maintenance of newly acquired skills, and the use of
appropriate prompting and shaping procedures to teach the replacement behavior.
Frequently Asked Questions (FAQs)
Q. If I teach my student to request a break, won't he constantly be requesting
breaks and not do any work?
A. It is important to keep in mind the primary goal of the intervention. For example, the
goal may be for the learner to reduce self-injurious behaviors. To accomplish this, he is
taught to request a break from the work that he is avoiding. At first, it may be that he
does less work than you, as his teacher, want him to do. But, remember, the work is not
the primary goal (and he wasn't doing the work when he was exhibiting those behaviors,
either!). The prevention of self-injurious behaviors is the goal. As the training
progresses, you will be able to increase the length of time between the request and the
break, shorten the length of the break, and/or limit the number of requests the student
may make. However, at first, it is important that the communication be honored and that
he is given the reinforcement (the break) quickly and consistently.
Q. My student is verbal, and we have been teaching him to say, "Snack, please"
instead of grabbing fruit snacks from the shelf. However, he has continued to
grab the snacks and only uses the verbal request when we ask him to.
A. You may want to look at a couple of things. Are you sure that he is grabbing the fruit
snacks because he wants to eat them? Or might he be looking for attention from staff?
Look again at your FBA and be sure you correctly identified the function of the behavior.
If you are sure the student wants a snack, look at how reinforcement is provided. For
example, are the fruit snacks given quickly and consistently following his request?
Finally, have you determined that the target behavior has no function? In the example of
grabbing, you may need to put the fruit snacks out of reach so that the student is unable
to obtain reinforcement from grabbing the snacks. (Simply ignoring the behavior won't
do, as he will be happily eating the fruit snacks he has grabbed.)
Q. My student exhibits many interfering behaviors. How can I possibly teach her
to communicate instead of engaging in all of these behaviors?
A. It can be overwhelming to face an entire day's worth of interfering behaviors and not
know where to start. The FBA process will break this up into different behaviors and
allow you to look at each one. You may find that the student engages in a response
class of behaviors that all serve the same function. For example, she may hit, spit,
scream, and flap her hands, but all of these behaviors are used to escape environments
where other students get too close to her. Teaching a single message (for example,
hitting a Big Mac switch to request, "Step back, please.") and teaching peers how to
respond to the message may result in a significant reduction in interfering behaviors.
Again, the FBA process is crucial and will help your team make sense of what you are
observing.
Q. My student hits all the time with no rhyme or reason. It is not serving any
function for him. Why shouldn't I just use time outs to punish him for hitting as I
would with any other student?
A. Interfering behaviors always serve some purpose, even if the student does not intend
for the behavior to specifically communicate something. Completing an FBA will help
identify the reason for the behavior. Because students with ASD interact with their
environment differently than other students, something typically considered punishing,
such as a time out, may actually be reinforcing for the student and result in increased
use of the undesired behavior. If this turns out to be the case, you may be able to teach
the student to request some alone time to prevent the hitting behaviors.
Discussion Questions
[ Export PDF with Answers | Export PDF without Answers ]
1. Why is it important to complete a FBA prior to implementing
FCT?
A correct answer will include the following:
o
o
o
to determine the function of the target behavior;
to gather baseline data;
to ensure that the replacement communicative behavior and the target
behavior has the same function.
2. What are important considerations in the selection of the
replacement communication act?
A correct answer will include the following:
o
o
o
o
ease of instruction;
efficiency and effectiveness;
acceptability;
recognizability.
3. What are important considerations regarding generalization
when implementing FCT?
A correct answer will include the following:
o
o
o
the learner is taught to use the communicative behavior in multiple
environments;
the learner is taught to use the communicative behavior with multiple
partners;
the communicative behavior is taught in all environments that the target
behavior is typically observed.
4. Why is it important to be aware of the level of prompting
necessary for the learner to use the communicative act?
A correct answer will include the following:
o
o
o
if possible, the goal for teachers/practitioners is to identify the least
directive level of prompting that will result in the learner using the
replacement communicative behavior;
consistently using prompts that are too directive impedes the learner's
ability to use the replacement communicative behavior independently;
an awareness of prompting allows the teacher to thoughtfully fade
prompts as the training continues.