Functional_Communication_Training_Including_Discrimination_and_Tolerance_to_Denial_for_Elementary_Age_Students_With_Autism

Functional Communication Training (FCT)

• Definition: FCT is an intervention aimed at reducing challenging behaviors in children with speech and language delays while enhancing social communication skills (Ghaemmaghami et al., 2020; Tiger et al., 2008).

• Evidence-Based Practice: Research establishes FCT as an evidence-based practice according to What Works Clearinghouse standards for individuals with autism and intellectual disabilities (Gerow et al., 2018).

• Individualization: FCT must be tailored to the individual's needs. The specific procedures are guided by the functional analysis (FA) results to address the unique reinforcing functions of the child's challenging behavior (Carr & Durand, 1985).

Key Principles of FCT

• Functional Analysis (FA): Directs FCT procedures based on understanding what reinforces the problem behavior (Falcomata et al., 2012; Sigafoos & Meikle, 1996).

  • Example: If a child's challenging behavior is maintained by access to tangible items, the FCT should teach requesting those items using appropriate social communication.

• Effort Level: The FCR should not demand more effort than the challenging behavior; otherwise, the child will likely continue engaging in the problematic behavior (Horner & Day, 1991).

  • Example: Options such as choosing to touch an FCT card or vocalize can allow varying response efforts.

• Importance of Extinction: Implementation of extinction with problem behavior is essential, as failure to reinforce the inappropriate response will increase the effectiveness of the FCR (Kelley et al., 2002; Neidert et al., 2005).

Discrimination and Tolerance to Denial

• Discrimination Training: Training should include the differentiation between preferred and non-preferred items, which enhances the effectiveness of FCT and allows for generalization of FCRs (Bondy & Frost, 2001).

• Thinning Schedules of Reinforcement: Goal is to create naturalistic contingencies and promote tolerance to delays in reinforcement (Hanley et al., 2014).

  • This involves introducing denial trials—where access to the requested item is denied—to help children tolerate rejection and manage frustration.

Study Overview

1. Participants: Three elementary-age students with autism and varying degrees of challenging behaviors—aggression, self-injury, disruption, and crying.

2. Location: Conducted in a self-contained special education classroom in a small urban public school in southeastern U.S.

3. Objective: Evaluate the effectiveness of FCT with incorporated discrimination training and denial tolerance in a classroom setting.

Method and Findings

Functional Analysis (FA)

• Evaluated under conditions of escape, attention, and tangible rewards. FAs confirmed that each child’s challenging behavior was maintained by access to tangible rewards.

Treatment Conditions

• Baseline Phase: Established before introducing the FCT. Involved access to tangible items followed by reinforcement upon challenging behavior.

• FCT Trials: Engaged participants in simple and complex FCT conditions to teach the “I want” communication response.

  • Complex FCT: Involved discrimination of multiple items and required participants to point out their preferences while maintaining high response rates.

  • Denial Phase: Conducted after establishing toleration and appropriate communication during FCT sessions to help generalize skills across situations.

Results

• Challenging Behaviors: A significant decrease in challenging behaviors was noted upon effective implementation of FCT with tailored reinforcers, including extinction and denial scenarios.

• FCRs: Functional communication responses increased significantly during treatment phases, with few instances of challenging behavior persisting.

Discussion and Implications

• Functionality Matching: The study highlights the importance of matching the FCR to the function of problem behaviors to achieve effective intervention outcomes.

• Generalization Capacity: Participants showed improved tolerance for denied access to tangibles through training, which was beneficial in a natural classroom environment.

• Future Research: Recommendations include further investigation into the generalizability of FCR skills across various settings and contexts outside of interventions.