THE ABCS OF FCT
Targeting Language Acquisition
From a Behavioral Perspective
Elizabeth (Betsey) Davis, MA, CCC-SLP, BCBA; Eric Campelll, MS, BCBA
edavis@spurwink.org; ecampbell@spurwink.org
Saturday, March 14th, 2015
What is FCT?
Functional Communication Training (Carr and
Durand 1985) is an evidence-based treatment
approach that teaches individuals to
communicate for a reason….a “function”
If the reason for challenging
behavior is
communication…WTF?
We can identify the function of the
behavior and teach the individual a
different way to communicate so that
the same outcome is achieved
Common Functions of Behavior
Everybody “E.A.T.S” – Escape, Attention,
Tangible, Sensory
Escape/Avoidance
Attention
Tangible/Access
Sensory
What is
the
Function?
• Escape – removal
of food
• Attention – adults
interacts/gets
spoon
• Access – adult
offers another
choice
• Sensory – likes
sound, sight, mess
A–B-C
• A – Antecedent: what is happening in the
environment that leads to the occurrence of
the behavior?
• B – Behavior: what exactly is the behavior
that occurs? What does it look like/sound
like/feel like/how long does it last?
• C – Consequence: what happens in the
environment immediately following the
behavior
Example:
A
• Child sees candy at checkout counter
• In the past, child has received candy at store
B
• Child screams, yells and
reaches for candy
• Full-blown tantrum begins
C
• Child is causing a “scene”
• Child is given candy
• Tantrum stops
We Have Choices!
Change (manipulate) the A or B + C
• Antecedent manipulation –
choose “no candy” lane
• Behavior change (FCT) – only new
(replacement behavior) will result
in access
• Consequence change – tantrum
will not result in access
If you choose FCT…
…the key to success is providing
immediate access to the desired
consequence each time the
individual communicates the
new/desired behavior and not
provide access if the problem
behavior occurs.
Functional Communication
Training
In 13 Steps….
Step 1: What is the Behavior?
Is it a Problem?
Ask, “Is intervention warranted?”
Does this behavior negatively impact the
individual’s (or another’s):
• Safety?
• Independence?
• Relationships?
• Learning?
Step 2: Complete a
Functional Behavior
Assessment (FBA)
Why is this person engaging in this
behavior, in this setting, at this time?”
• –Gordon Paul (1967)
A Functional Behavior Assessment
(FBA) is a process that identifies
specific target behavior, the
purpose of the behavior, and what
factors maintain the behavior that is
interfering with the student's
functioning.
Maine Special Education Regulations,Chapter 101,
Section 11, p. 6
Functional Behavioral Assessment. Functional behavioral assessment
means a school-based process used by the Individualized Education
Program (IEP) Team, which includes the parent and, as appropriate,
the child, to determine why a child engages in challenging behaviors
and how the behavior relates to the child’s environment. The term
includes direct assessments, indirect assessments and data analysis
designed to assist the IEP Team to identify and define the problem
behavior in concrete terms, identify the contextual factors (including
affective and cognitive factors) that contribute to the behavior, and
formulate a hypothesis regarding the general conditions under which
a behavior usually occurs and the probable consequences that
maintain the behavior. Formal documentation of the assessment by
appropriately qualified individuals becomes part of the child’s
educational record and is provided to the IEP team.
http://www.maine.gov/doe/specialed/laws/chapter101.pdf (sec.11,
p.6)
•
In Maine, FBAs may be
completed by:
BCBAs, BCaBAs, regular classroom
teachers, special education teachers,
school counselor or social worker, a
behavior strategist, school
psychologist or school administrator.
Step 3: Identify the
Replacement Behavior
• What is the most appropriate means of
communication?
• Involve your SLP (signs, symbols, words,
gestures, pointing, pictures, AAC)
• How easy is it to teach?
• How accessible is it?
• How easily understood by others?
Step 4: Collect Data
“Without data, you
are just another person
with an opinion.”
-Andreas Schleicher
Step 5:
Create opportunities for the
behavior to occur
Step 6: Plan opportunities to
generalize
Plan for opportunities so that the
learner can practice the replacement
behaviors in multiple settings and with
multiple people
Step 7: Prompt use of
Replacement Behavior
The goal is “errorless learning” –
Reinforce EACH TIME the replacement
behavior is used instead of the problem
behavior….you will fade the
reinforcement once the skill is obtained
Step 8: DO NOT Reinforce
Challenging Behavior
(It will get worse before it gets better……)
A + Old B ≠ C
Step 9:
Provide Reinforcement
It is crucial that all communicative
partners consistently provide
immediate reinforcement in response
to the replacement behavior
A + New B = C
Step 10:
Shape the Response
Step 11: Fade Prompts
Step 12: Progressively
Delay Reinforcement
• Increase time between the replacement behavior
and the reinforcement
• Decrease the intensity of the reinforcement
• Decrease the quality
• Decrease the quantity
Step 13: Monitor Progress
Use data to determine whether
independent use of skills generalizes
across environment and
communicative partners.
THANK YOU FOR
ATTENDING!!