Functional Training Communication

Functional Communication Training (FCT) is an evidence based procedure that has been used successfully to reduce maladaptive behaviors. Carr and Durand (1985) introduced FCT as treatment for the problem behavior of 4 children with developmental disabilities. A vocal response that resulted in teacher attention (“Am I doing good work?”) was taught to the children for whom attention was thought to be maintaining their problem behavior.

Functional Communication Training (FCT) grew from the Functional Behavior Assessment (FBA) as a method to replace inappropriate behavior with more appropriate and effective communicative behaviors or skills. FCT is always after an FBA and/or Functional Analysis (FA) has been completed in order to identify the function of the interfering maladaptive behavior. The interfering behavior is analyzed by the practitioner to determine what the individual is trying to communicate. Once the function of the behavior is determined, FCT can be implemented to identify and teach a replacement behavior that will serve the same purpose as the interfering behavior, but in a more appropriate way.

There have been numerous studies demonstrating FCT’s effectiveness. Most notable would be the research of Carr and Durand, 1985. This foundational research study was actually based on the master’s thesis work of Durand under the supervision of Carr. Behaviorists have focused interventions throughout history on eliminating maladaptive behavior, especially those that directly relate to the safety of the individual and their peers. Carr and Durand understood that in order to do this there must be a socially acceptable and useful replacement behavior. They found the factors that maintain behavior problems are either escape based controlled by negative reinforcement or attention seeking behavior controlled by positive reinforcement (Carr & Durand, 1985) .

Restricted patterns of interest, stereotypy and rigidity are common characteristics of those with autism spectrum disorder (Rispoli, Camargo, Machalicek, Lang and Sigafoos, 2014). The purpose of this study was to evaluate a methodology to assess the function of problem behavior associated with changes in routine and to evaluate the effects of functional communication training, extinction, and schedule thinning. Results showed decreased problem behavior and increased appropriate communication with the introduction of functional communication training and extinction when rituals were interrupted. Also noted in individuals with autism, is the need for sameness and routine. When these routines or changes in activity occur, maladaptive behaviors frequently follow. Falcomata (2012, 2010) used functional communication training in the treatment of elopement maintained by access to stereotypy and the treatment of challenging behavior maintained by terminations of activity interruptions. The latter article evaluated functional communication training with a chained schedule