What is Functional Communication Training?

My student Molly is nonvocal. Whenever I assign independent worksheets, Molly will often refuse to work by ripping up the assignment, throwing her pencil, or putting her head down. There are also times when the students are working and I must take a phone call or am helping another student, and she screams. I am not sure why she does this, but I am concerned she is not completing assignments and disturbing her peers. She seems to show these behaviors only during academic times or when I am busy and cannot immediately respond to her. What is the best way to respond in these situations? My district recently hired a Board-Certified Behavior Analyst who mentioned something about a procedure called Functional Communication Training.

Answered by

Lesley Shawler, PhD, BCBA¹ and David Celiberti, PhD, BCBA-D²
¹Southern Illinois University
²Association for Science in Autism Treatment
*Revised July 2024

Functional Communication Training It can be difficult to know how best to respond when a student, such as Molly, becomes disruptive or engages in potentially harmful behavior. It is important to remember that her behavior serves as a functional response and, likely, is effective for her in achieving a desired outcome (escape from demands or access to your attention). If these behaviors are successful in meeting her needs, they will continue to occur in similar situations until they are no longer successful. Fortunately, this also means that these behaviors are modifiable, and you can teach new replacement behaviors, particularly those that are communicative in nature and serve the same function (i.e., purpose) as the challenging behavior.

Based on the details that you shared, we wanted to shine a spotlight on functional communication training (FCT). FCT is an evidenced-based intervention that teaches an appropriate replacement behavior that could replace the interfering behavior (Carr & Durand, 1985). FCT has been supported through decades of research to decrease problem behavior and increase appropriate behaviors (e.g., Hagopian et al., 2011; Tiger et al., 2008). An important component of FCT is the removal of reinforcement for the inappropriate behavior (i.e., extinction). Essentially, the child should learn that the old methods (i.e., the unwanted behavior) are ineffective, and that to achieve their desired outcome, they must engage in a new response (i.e., the communicative alternative). For example, if Molly has learned that refusing to work and/or destroying her materials will end or delay the difficult task, then FCT would focus on teaching her that this behavior does not lead to that outcome, and instead teach her a more acceptable way to achieve the very same goal (ending a task). This could be a response such as requesting a different task or asking for a break. Similarly, if she screams to gain attention, a replacement behavior such as raising her hand, or tapping her desk, could be taught. The most important take-away is that the new communication skill must serve the same function as the unwanted behavior.

Given that, it is very important to clarify what the underlying motivation is for the behaviors in question. The process commonly begins with a functional behavior assessment (FBA) in which the function of the problem behavior is assessed (a Board Certified Behavior Analyst [BCBA] can assist you with this effort). This can start with an open-ended interview with those who are familiar with or have knowledge of the student in question. Some questions may include, “Does the behavior typically occur when work is given, and students are working independently? Is the typical reaction that the teacher reminds the student to get back on task?” Assessment could also be conducted through direct observations of the student in which teachers can determine what may commonly precede (antecedents) and follow problem behavior (consequences). These data are documented in an A-B-C (antecedent-behavior-consequence) format which involves recording events that preceded and followed the behavior. By observing repeated occurrences of the problem behavior, the purpose of challenging behavior may become clear (i.e., they want attention from the teacher, they do not want to complete the work). This information can then be used to formulate hypotheses about why the behavior is occurring. These types of direct methods are the most important as they allow the BCBA to directly observe the specific conditions under which a challenging may occur and should be relied upon over indirect methods (Cooper et al., 2020). In some cases, a behavior analyst may need to directly manipulate certain variables that are thought to maintain the challenging behavior, in an experimental functional analysis (LaRue, 2009).

Taken together, the results from the FBA will provide information pertaining to the function of the behavior(s) targeted for intervention. The possible functions include escape from non-preferred/aversive situations, demands, or people (social negative reinforcement), attention from others (positive or negative forms) or access to preferred items/activities (social positive reinforcement) and sensory stimulation often in the form of repetitive or stereotypic behaviors (automatic reinforcement). Once identified, the behavior analyst and teacher should work together to identify appropriate functional communication skills. Results from an FBA may suggest that throwing and ripping up material and putting their head down are maintained by escape or avoidance from demands and screaming may be maintained by attention from the teacher. As such, teaching an appropriate method to ask for a new task, a break, attention, or other similar concepts may be best.

Selecting a replacement behavior is of utmost importance and various factors should be considered. Not only should the response match the purported function, but the new response should initially be easy to teach, not too effortful for the student, highly likely to be noticed by others, and consistently and immediately reinforced. If the replacement behavior is too difficult, the student may rely on the challenging behavior, which to this point has been effective. This explanation supports the necessity of choosing a relatively simple response. Replacement behaviors can also come in various forms, whether for vocal or non-vocal students. For non-vocal students, you would need to teach them a non-vocal response. You also want to consider their current skill set and select and target a response that is feasible for them. Bear in mind that teaching new skills, especially those replacing behaviors that have received considerable reinforcement previously, will require the teacher to deliberately focus on the student as the process may take time. If they have a communication system in place (e.g., PECS, iPad application), you could teach a response that is within that system so they could ask for a break or attention. If they do not have a system in place, a simple card touch response may be appropriate. This response will serve their communication method, and each time they touch the card, they will be immediately given a break, and/or provided with attention. This type of response will not be disruptive to those around them but does require the teacher to attend to them more intensively, to immediately reinforce the newly taught response.

Once the function is determined, and a replacement behavior is selected, it is time to teach! Behavioral Skills Training (BST; Sarokoff & Sturmey, 2004) and prompt fading are two methods to teach the communication response through a set of steps that provide the learner with repeated practice in asking for what they want and showing them that challenging behavior is ineffective. This could be done with a brief explanation, modeling the card exchange using most to least prompting, and then role-playing with feedback. Continue to practice this skill while gradually fading out prompts over time until the learner is exchanging the card with less and then no prompts. Continue practicing with the learner until they can reliably demonstrate the card exchange without prompting. Following teaching this response, multiple opportunities to practice in more natural settings should occur. Try to create opportunities that appear natural but allow you to observe them engaging in the response. For example, when a worksheet is provided, as soon as they touch the card, immediately offer them a break. If they are doing another activity, act like you are attending to another student, then following the card touch, provide immediate attention to them. Should they engage in other responses to gain a break or attention, these behaviors should not provide them with those respective outcomes. Continue to encourage them to complete the assignment (assume they are capable of doing so), even providing additional copies if needed. Allow the learner extra time to finish assignments even if it means missing out on a preferred activity they may enjoy. Similarly, do not provide attention following disruptive behaviors. Once the individual learns that the disruptive behaviors are no longer effective, they tend to start to engage in the replacement behaviors that have recently been reinforced. However, often we warn that when using extinction (i.e., removing reinforcement for a behavior), the behavior often gets worse before it gets better. If this occurs, do not panic. Consistency and patience are key, as are the strategies being used to teach the alternative response. Over time, with repeated practice, they will learn how to obtain the desired outcomes and challenging behavior will begin to reduce.

Eventually, once the learner becomes more consistent with the card touch, the complexity and effort level can also be increased. For example, you could teach them to hold the card up or walk over to the teacher and hand them the card before reinforcement is provided. It is also important to plan for generalization and maintenance of this response by slowly and systematically increasing the delay to which the response is reinforced and to eventually teach the child that their request for a break will not always be reinforced. Try modifications such as using the card in different settings, with different adults, and different responses. It is also important to plan for generalization and maintenance of this response by slowly and systematically increasing the delay to which the response is reinforced and to eventually teach the child that their request for a break is not always available. However, consistency and independence of the card touch response initially should occur prior to any changes in expectations. Ideally, generalization will occur, however, if not, try practicing again either in a novel setting, with a new person, or with other modifications to the original context. These changes may be more likely to promote generalization (Stokes & Baer, 1977). Remember to maintain a vigorous schedule of catching the child using their new skills to ensure that the hard work that has been done will continue to be rewarded. If carefully implemented, these types of modifications may promote enduring success in the natural environment.

It is always appropriate to make individual adjustments and changes as related to your specific situation.

Good luck!

References

Carr, E. G., & Durand, V. M. (1985). Reducing behavior problem through functional communication training. Journal of Applied Behavior Analysis, 18, 111-126.

Hagopian, L. P., Boelter, E. W., & Jarmolowicz, D. P. (2011). Reinforcement schedule thinning following functional communication training: Review and recommendations. Behavior Analysis in Practice, 4(1), 4-16.

LaRue, R. (2009). Clinical Corner: What is meant by functional analysis? When should this be done and who should do it? Science in Autism Treatment, 6(2), 16-17.

Sarokoff, R. A., & Sturmey, P. (2004). The effects of behavioral skills training on staff implementation of discrete-trial teaching. Journal of Applied Behavior Analysis, 37(4), 535-538.

Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10(2), 349-367.

Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A review and practical guide. Behavior Analysis in Practice, 1(1), 16-23.

Citation for this article:

Shawler, L., & Celiberti, D. (2019). Clinical Corner: What is functional communication training? Science in Autism Treatment, 16(12).

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