Functional Communication Training in the Classroom: A Guide for Success

Mancil, G. Richmond; Boman, Marty

doi:10.1080/10459881003745195

Cited by 20 publications

(28 citation statements)

References 13 publications

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“…An FA involves experimentally manipulating a number of possible conditions while collecting data to measure the frequency of the behavior in each conditions, such as the frequency of the behavior contingent upon gaining attention, gaining access to a preferred item or activity, escaping a task, or while alone (Iwata et al 1982). The function of communication varies across individuals, and may be hypothesized based on the results of the functional analysis, including functions such as allowing the individual to gain access to attention from another person or tangible item or an activity, to avoid or escape a task demand or to access time for selfstimulatory behaviors (Durand 1990;Mancil 2006;Mancil and Boman 2010). The mode of communication used may be verbal, gestural or sign language, pictorial, or utilize a speech-generating device (Durand 1990).…”

mentioning

confidence: 99%

A Meta-analytic Review of Functional Communication Training Across Mode of Communication, Age, and Disability

Heath¹,

Ganz

Parker

et al. 2015

Rev J Autism Dev Disord

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Deficits in communication in people with disabilities are a major cause of challenging behaviors. Functional communication training (FCT) is one treatment developed to address both challenging behavior and instruction in replacement communicative behaviors by determining the function, or reason, the behavior occurs and developing a communication intervention to address that function. This meta-analysis included 36 single-case studies that evaluated the impact of functional communication training on challenging behaviors in people with disabilities. Effects were measured using the Robust IRD effect size. Findings indicate that functional communication training has strong effects overall. Regarding communication mode, results were greater for speech (verbal) than aided augmentative and alternative communication (AAC) and greater for aided AAC than unaided AAC. Further, primary-aged participants had stronger effects than elementary-aged children and elementary had better effects than adults. Secondary students also had better effects than adults, though effects for secondary-aged participants were not significantly different than those for primary or elementary ages. Finally, FCT was more effective with participants with autism than intellectual disabilities. Challenging behaviors such as aggression, self-injury, stereotypy (e.g., repetitive hand movements or speech), and noncompliance are common in individuals with autism spectrum disorder (ASD), intellectual disabilities (ID), and multiple disabilities (Baghdadli, Pascal, Grisli, and Aussiloux 2003;Kiernan and Kiernan 1994;McClintock, Hall, and Oliver 2003;Murphy et al. 1999;Poppes et al. 2010). If severe and chronic challenging behavior is not addressed, individuals with disabilities are at risk for poor academic achievement, adult mental health concerns, and peer rejection (Dunlap et al. 2006). Challenging behavior also puts individuals at higher risk for abuse, neglect, deprivation (Emerson et al. 2001;Lowe et al. 2007), victimization (Crocker et al. 2006;Rusch et al. 1986), and incarceration (Lund 1990;Crocker and Hoggins 1997;Crocker et al. 2006). Many of these risks can be linked to restrictive social and learning environments due to said challenging behaviors (Buschbacher and Fox 2003;Machalicek et al. 2007;Reichle 1990). Individuals may be segregated or excluded to institutions or specialized treatment centers due to these behaviors, and services within these more restrictive settings can be inconsistent and inadequate due to a higher rate of staff turnover (Hastings and Brown, 2002;Lowe et al. 2007;Machalicek et al. 2007). To decrease the risk of segregation and serious emotional issues, challenging behavior must be addressed using consistent implementation of evidence-based practices.Prior to the mid-1980s, a majority of the research on behavioral interventions for challenging behavior focused on reactive approaches, for example, punishment or withholding reinforcement (Carr 1985;Carr and Durand 1985). Time-out (Zeilberger, Sampen, and Sloane ...

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mentioning

confidence: 99%

A Meta-analytic Review of Functional Communication Training Across Mode of Communication, Age, and Disability

Heath¹,

Ganz

Parker

et al. 2015

Rev J Autism Dev Disord

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“…Others have focused on consequences for the CR. Whether they use the general term DR or specifically reference DRA, most indicate reinforcement is provided for a CR and withheld for the target behavior (e.g., Carr & Durand, 1985; Kurtz et al, 2011; Mancil & Boman, 2010; Tiger et al, 2008). Others, however, have indicated extinction perhaps is not a required element (Betz et al, 2013; Davis, Fredrick, Alberto, & Gama, 2012).…”

Section: Methodsmentioning

confidence: 99%

“…FCT begins with an FBA to identify the operant function of a problem behavior considered to be communicative given that the consequence is socially mediated. Intervention agents then select a CR that serves the same function as the problem behavior, is readily acquired, efficient and effective for the individual, and recognizable by others (Mancil & Boman, 2010). Next, interventionists teach the new response using direct instruction methods such as discrete trial training (Mancil & Boman, 2010) or most-to-least or least-to-most prompting procedures (Tiger, Hanley, & Bruzek, 2008).…”

Section: Fctmentioning

confidence: 99%

“…Intervention agents then select a CR that serves the same function as the problem behavior, is readily acquired, efficient and effective for the individual, and recognizable by others (Mancil & Boman, 2010). Next, interventionists teach the new response using direct instruction methods such as discrete trial training (Mancil & Boman, 2010) or most-to-least or least-to-most prompting procedures (Tiger, Hanley, & Bruzek, 2008). Finally, interventionists implement differential reinforcement of alternative behaviors (DRA) whereby reinforcement for problem behavior is minimized or withheld altogether (i.e., put on extinction) and instances of the replacement behavior are consistently reinforced (J.…”

Section: Fctmentioning

confidence: 99%

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Practices Reflecting Functional Communication Training for Students With or At Risk for Emotional and Behavioral Disorders: Systematically Mapping the Literature

Hollo

Burt

2018

Behavioral Disorders

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Students with emotional and behavioral disorders (EBD) present complex challenges for educators. This heterogeneous group is comprised of students with varying strengths and limitations in social, emotional, and behavioral competencies (Siperstein, Wiley, & Forness, 2011). Students with EBD also consistently underperform in measures of academic (Siperstein et al., 2011) and language skills (Benner, Nelson, & Epstein, 2002). The reverse also is true: Students with language or learning disabilities are at increased risk for social and behavioral difficulties (Benner et al., 2002; Tomblin, Zhang, Buckwalter, & Catts, 2000). Furthermore, these associations are robust across samples and over time (Chow & Wehby, 2016). This combination of deficits in academic, social, emotional, and behavioral competencies is difficult for teachers to manage, let alone remediateparticularly when problem behavior is the target of intervention at the expense of underlying language and learning needs (Hollo & Chow, 2015). Such issues contribute to the notoriously poor outcomes experienced by children with EBD on indices of school performance and dropout, unemployment, and incarceration (Wagner & Newman, 2015). Another common characteristic of children with EBD is the occurrence of comorbid language impairments (LI) that are unidentified in the usual scope of practice. To assess the extent of this problem, Hollo, Wehby, and Oliver (2014) meta-analyzed 22 studies spanning three decades. Results indicated approximately four in five school-age students with EBD had at least mild LI (defined as scoring greater than 1 SD below the mean on standardized assessments) 751697B HDXXX10.

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“…For students with low language skills, teaching a communicative response as a replacement behavior has a long history of success. Use of functional communication training (FCT) has been highly effective for students of all ages in decreasing severe problem behaviors, including property destruction, aggression, and selfinjury (Mancil & Boman, 2010). The premise of FCT is that problem behavior has the same effect on the environment as verbal communication and therefore serves a communicative function or purpose.…”

Section: Self-monitoring and Repairmentioning

confidence: 99%

Communicative Functions of Problem Behavior for Students with High-Incidence Disabilities

Hollo

Chow

2015

Beyond Behavior

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Functional Communication Training in the Classroom: A Guide for Success

Cited by 20 publications

References 13 publications

A Meta-analytic Review of Functional Communication Training Across Mode of Communication, Age, and Disability

A Meta-analytic Review of Functional Communication Training Across Mode of Communication, Age, and Disability

Practices Reflecting Functional Communication Training for Students With or At Risk for Emotional and Behavioral Disorders: Systematically Mapping the Literature

Communicative Functions of Problem Behavior for Students with High-Incidence Disabilities

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