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Functional communication training (FCT) is a commonly used, often recommended intervention that involves teaching a functionally equivalent communicative response to replace challenging behavior. The purpose of this literature review was to evaluate the strength of the evidence for the use of FCT. A systematic review of the literature resulted in the identification of 215 single-case-design articles that evaluated the efficacy of FCT to reduce challenging behavior for individuals diagnosed with a disability. FCT resulted in a decrease in challenging behavior for 135 participants. The reviewers rated FCT as an evidence-based practice for individuals with autism, intellectual disability, other health impairments, and multiple disabilities based on What Works Clearinghouse standards. Overall, the extant literature indicates FCT consistently results in the reduction of challenging behavior in children with disabilities. Implications for practice and directions for future research are discussed.

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Preservice and novice teachers often identify behavior management as an area of weakness that they attribute to a lack of sufficient instruction during their teacher preparation. Behavioral skills training (BST) is an evidence‐based teaching methodology based on the principles of applied behavior analysis used to teach new skills. This study investigated the use of BST in the university setting to teach undergraduate preservice teachers enrolled in a field‐based special education course to implement a token economy during small group instruction with children. A single‐case research design was used to assess the effectiveness of using BST by evaluating accuracy of implementation before and after BST. Results showed BST was an effective teaching procedure and social validity measures collected from the preservice teachers indicated BST was acceptable to all participants. Limitations and needs for future research are discussed.