Functional Communication Training

Functional Communication Training (FCT) is utilized to teach individuals contextually appropriate ways to communicate their needs and wants, and otherwise socially engage.  

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Functional Communication Training (FCT)

 

How To Use

The first step in FCT involves conducting a functional behavior assessment (FBA) to determine the underlying purpose or function of the behavior. This assessment helps identify the specific antecedents and consequences that maintain the behavior. Here are some common functions of behavior: 

  • Escape or Avoidance: Some behaviors are performed to escape or avoid aversive or unpleasant situations. For instance, if a student dislikes math homework, they might procrastinate to avoid doing it. In some cases, behavior may be a way to escape sensory overload or overwhelming environments.
  • Attention-Seeking: Some people engage in behaviors to gain attention from others, even if it's negative attention. For example, a child may act out in class to get the teacher's attention.
  • Tangibles/Activities: Behaviors can be driven by the desire to obtain tangible items or activities.. For instance, an employee may work diligently to earn a bonus.
  • Sensory Stimulation: Certain behaviors may be performed because they provide sensory stimulation or gratification. This can include activities like fidgeting or nail-biting.
  • Self-Stimulation: Individuals may engage in behaviors that stimulate themselves, often seen in repetitive or stereotypic behaviors in individuals with autism spectrum disorders.

It's important to note that the same behavior can serve different functions in different contexts or for different individuals. Understanding the function of a behavior is crucial for addressing and modifying it effectively. Once the function is determined, FCT focuses on teaching the individual an alternative means of contextually appropriate behaviors to communicate and achieve the same goal. This may involve teaching the use of  words, gestures or signs, pictures, or other communication methods to express their needs and desires effectively.

Throughout the FCT process, reinforcement strategies are implemented to ensure that the newly taught communication skills are more rewarding and effective for the individual than the contextually inappropriate behavior. By replacing problem behaviors with functional communication, FCT aims to improve an individual's overall quality of life, enhance their ability to interact with others, and reduce the occurrence of lesser socially accepted behaviors. 

When To Use

  1. Improve Communication Skills: FCT focuses on enhancing an individual's communication skills. It teaches them functional and socially appropriate ways to express themselves, which can lead to better interaction with others, increased independence, and improved quality of life. FCT is tailored to the specific needs and abilities of each individual. It takes into account their unique communication difficulties and behavioral challenges, allowing for a customized intervention plan that is more likely to be successful.FCT is considered an ethical and respectful approach to addressing problem behaviors. It avoids punitive measures and instead empowers individuals by teaching them more functional ways to express themselves. It promotes dignity and a positive approach to behavior change.
  2. Reduce Contextually Inappropriate Behaviors: FCT is highly effective in decreasing or eliminating problem behaviors. By teaching individuals alternative ways to communicate their needs and wants, it addresses the root cause of these behaviors, leading to significant reductions in their occurrence. The skills learned through FCT often generalize to different settings and situations. This means that the individual is more likely to use their newly acquired communication skills in various contexts, making it a valuable intervention for real-world applications.
Variations

 

 

Additional Resources

 

Steps

  • 1. Conduct a Functional Behavior Assessment (FBA):
    • Identify the behavior: Clearly define the problem behavior that you want to replace with functional communication.
    • Gather information: Collect data and information about the circumstances, antecedents, and consequences surrounding the problem behavior.
    • Determine the function: Use the information gathered to determine the underlying function or purpose of the  behavior (e.g., attention-seeking, escape, access to a preferred item).
  • 2. Select a Replacement Communication Behavior:
    • Choose a more contextually appropriate and effective way for the individual to communicate their needs or desires. This could be verbal communication, sign language, picture exchange systems, or augmentative and alternative communication (AAC) devices.
    • Ensure the replacement behavior is easy for the individual to use and understand.
  • 3. Teach and Reinforce the Replacement Behavior:
    • Develop a teaching plan: Create a structured plan for teaching the replacement behavior. This plan should include specific teaching strategies and goals.
    • Provide explicit instruction: Teach the individual how to use the replacement communication behavior through modeling, prompting, and reinforcement.
    • Reinforce the behavior: Ensure that the individual receives immediate and meaningful reinforcement for using the replacement communication behavior. Reinforcement should be tailored to what motivates the individual (e.g., access to a preferred item, praise, attention).
    • Use differential reinforcement: Gradually reduce reinforcement for problem behavior while increasing reinforcement for appropriate communication.
  • 4. Implement Consistently and Across Settings:
    • Be consistent in teaching and reinforcing the replacement behavior across different settings and with different individuals who interact with the individual.
    • Generalize the skill: Encourage the individual to use the replacement communication behavior in various situations and with different communication partners.
  • 5. Monitor Progress:
    • Continuously collect data to track the individual's progress in using the replacement behavior.
    • Make necessary adjustments to the teaching plan based on progress and feedback.
  • 6. Address Challenges and Problem-Solve:
    • If challenges arise during the teaching process, such as the individual not using the replacement behavior or experiencing frustration, address these challenges and problem-solve to find solutions.
  • 7. Fade Support and Maintain:
    • As the individual becomes proficient in using the contextual appropriate behavior,  gradually fade the level of support and reinforcement, making it more natural and less dependent on external reinforcement.
    • Continue to monitor and support the individual as needed to maintain the appropriate communication skills.
  • 8. Data Collection and Evaluation:
    • Ongoing data collection and evaluation are crucial to ensure that the replacement behavior remains effective and that any relapses or challenges are addressed promptly.
  • 9. Collaborate with a Team:
    • FCT is most successful when implemented by a collaborative team, including behavior analysts, speech therapists, educators, and caregivers.

Remember that FCT should be individualized to meet the specific needs of the person you are working with, and it may take time and patience to see significant improvements. Consulting with professionals with expertise in behavior analysis and communication disorders can be beneficial in designing and implementing an effective FCT plan.

Summary

Research supports the effectiveness of FCT in reducing problem behaviors and improving communication skills. Studies have shown that FCT interventions result in significant reductions in problem behaviors across a range of settings and populations (Carr et al., 1994; Durand & Carr, 1991). Moreover, FCT is consistent with the principles of applied behavior analysis (ABA), which emphasizes the importance of functionally analyzing behavior and using evidence-based interventions to promote socially significant outcomes (Baer, Wolf, & Risley, 1968). Overall, FCT is a valuable and empirically supported approach for improving the communication and behavior of individuals with challenging behavior profiles.

Credits

The contents of this handout were developed under a grant from the Nebraska Department of Education, IDEA parts B and C from the U.S. Department of Education.  However, this content does not necessarily represent the policy of the U.S. Department of Education and you should not assume endorsement by the Federal Government.

Research

Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91-97.

Carr, E. G., Levin, L., McConnachie, G., Carlson, J. I., Kemp, D. C., & Smith, C. E. (1994). Communication-based intervention for problem behavior: A user's guide for producing positive change. Brookes Publishing.

Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd Edition). Hoboken, NJ: Pearson Education.

Durand, V. M., & Carr, E. G. (1991). Functional communication training to reduce challenging behavior: Maintenance and application in new settings. Journal of Applied Behavior Analysis, 24(2), 251-264.

Tiger, J.H., Hanley, G.P. & Bruzek, J. Functional Communication Training: A Review and Practical Guide. Behav Analysis Practice 1, 16–23 (2008).