Functional Communication Training (FCT)
(Escape, Avoidance, Attention Function)
Functional Communication Training (FCT) is a well researched strategy that teaches students specific communication skills in order to meet their needs. This can be done verbally (requesting an item or break), or non-verbally (pointing to the desired item or activity, using a cue card or a previously agreed upon sign or symbol, or using a Picture Exchange Communication System [PECS]). Essentially the elopement behavior is being replaced using positive communication skills to gain what the student wants.
How to:
- First, understand the level of communication:
- The child’s communication level must be understood. In order for FCT to work, the communication training must be centered on their level of functioning.
- Verbal training can vary from simple one word statements (“break”), to more complex sentences (“I need a break on my beanbag”).
- Some students with limited language may require non-verbal strategies such as PECS. Regardless of the student’s communication level, when students are stressed their communication abilities may be limited. Therefore, it may be meaningful to have nonverbal choices (cue card, symbols or sign language).
- In order to respect the student’s need for privacy, a previously agreed upon phrase, sign, or symbol can be established, while still providing them a more positive means to communicate.
Then, identify the reason for the behavior (function):
- Use the ABC chart to collect data regarding the antecedents that occur prior to the elopement. This information will help to create the phrases that the student can be taught to use to get what they need, instead of running away.
- Establish why the student is running away (function of the behavior): was the child attempting to gain something, such as access to a toy or access to adult attention? Or was the child trying to avoid something, such as classwork, or interaction with peers? Based on the function, the focus of the FCT training will vary.
- Once the function of the behavior is established, specific communication is taught using sentence frames or phrases, so the student is able to ask for what he/she needs, instead of running away.
- Data should be collected regarding the student’s maximum ability to engage in a specific task or subject matter. For example, how long can he/she engage in the math lesson before eloping from the task? Or, how many minutes of assembly can the student attend before eloping? The focus of the data collection should be on the content areas with which the student struggles.
Intervention:
- It is important to teach students the functional communication skills before they begin to engage in the undesirable behavior. This can be practiced during calm/successful times of day.
- Prompt students to use their verbal phrases or may be given the choice to use symbols, sign language, or PECs.
- Students should be prompted to use their words prior to reaching their “maximum.” For example, if a student can participate in a writing task for only 10 minutes before running away, prompt them at 8 minutes to ask for a break.
- More prompts are needed initially, such as “Do you need a break?” and later as the student is able to use their phrases more consistently the prompts can be less specific, “What do you need right now?”
- If the student successfully requests the break prior to eloping, the student is given immediate access to fulfill the request.
- As the child is more successful, the tasks become longer and the prompts are faded. The child may be prompted more generally, “What do you want?”
References:
Carr, E. G., & Durand, M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18(2),
111-126. doi: 10.1901/jaba.1985.18-111
Piazza, C.C., Hanley, G.P., Bowman, L.G., Ruyter, J.M., Lindauer, S.E., & Saiontz, D.M. (1997). Functional analysis and treatment of elopement. Journal of
Applied Behavior Analysis, 30(4), 653-672. doi: 10.1901/jaba.1997.30-653
Tarbox, R.S.F., Wallace, M.D., & Williams, L. (2003). Assessment and treatment of elopement: A replication and extension. Journal of Applied Behavior
Analysis, 36(2), 239-244. doi: 10.1901/jaba.2003.36-239
Wacker, P.W., Lee, J.F., Padilla Dalamau, Y.C., Kopelman, T.G., Lindgren, S.D., Kuhle, J., . . . Waldron, D.B. (2013). Conducting functional communication
training via Telehealth to reduce the problem behavior of young children with autism. Journal of Developmental and PhysicalDisabilities, 25, 35-48.
doi: 10.1007/s10882-012-9314-0
Carr, E. G., & Durand, M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18(2),
111-126. doi: 10.1901/jaba.1985.18-111
Piazza, C.C., Hanley, G.P., Bowman, L.G., Ruyter, J.M., Lindauer, S.E., & Saiontz, D.M. (1997). Functional analysis and treatment of elopement. Journal of
Applied Behavior Analysis, 30(4), 653-672. doi: 10.1901/jaba.1997.30-653
Tarbox, R.S.F., Wallace, M.D., & Williams, L. (2003). Assessment and treatment of elopement: A replication and extension. Journal of Applied Behavior
Analysis, 36(2), 239-244. doi: 10.1901/jaba.2003.36-239
Wacker, P.W., Lee, J.F., Padilla Dalamau, Y.C., Kopelman, T.G., Lindgren, S.D., Kuhle, J., . . . Waldron, D.B. (2013). Conducting functional communication
training via Telehealth to reduce the problem behavior of young children with autism. Journal of Developmental and PhysicalDisabilities, 25, 35-48.
doi: 10.1007/s10882-012-9314-0
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