Functional Communication Training (FCT)

Functional Communication Training (FCT) is a behavioral intervention used to teach individuals with Autism Spectrum Disorder (ASD) (as well as individuals who experience other communication difficulties) more appropriate ways to communicate their needs and wants, and as a result, reducing the occurrence of maladaptive behaviors. The goal of FCT is to replace challenging behaviors (i.e., tantrums, aggression, self-injurious behavior, etc.)  with more functional and socially appropriate forms of communication.

Implementing Functional Communication Training

Here are the key steps in order to assess for and implement Functional Communication Training with individuals with ASD.

●       Identify the Function of the Target Maladaptive Behavior: It is important to understand the underlying function or purpose of the individual’s maladaptive behavior. Common functions include escape/avoidance (e.g., getting out of a task) or gaining attention, gaining access to desired items or activities, or possibly to satisfy a sensory need. A variety of assessments can be utilized in order to determine the function of the target behavior (i.e., functional behavior assessments (FBA), FA (functional analyses), direct observations, indirect assessments, etc.).

●       Teach an Alternative Communicative Response: Identify and teach a replacement behavior/response that is a more appropriate way for the individual to communicate their needs or desires. This may involve teaching a variety of communication methods, such as vocalizations, sign language, picture exchange systems, or augmentative and alternative communication (AAC) devices. The choice of communication method should be individualized according to the individual’s abilities and preferences.

●       Reinforce the Alternative Communicative Response: Once the alternative communicative response is established, make sure that the individual’s attempts to communicate are reinforced consistently. This reinforcement will be related to the underlying function of the behavior that has already been identified during assessment. Reinforcement helps to strengthen the alternative communication response.

●       Systematic Use of Prompting and Prompt Fading: When beginning to teach an appropriate communicative behavior/response, individuals may require prompts or cues to use the identified alternative communication response effectively. You may utilize a most-to-least prompting hierarchy, starting with providing more explicit prompts, such as verbal or physical guidance, and then gradually fading them over time, encouraging more independent communication.

●       Generalization and Maintenance: Make sure that the individual can use the alternative communication response in various settings and with a variety of people. Practice communication skills across multiple and differing contexts to promote generalization. Additionally, periodically review and reinforce communication skills to ensure progress is maintained over time.

●       Collaboration and Consistency: FCT is most effective when implemented consistently across all relevant environments, such as the home, school, community, and therapy settings. Collaboration between professionals, caregivers, educators, and therapists is crucial to ensure the intervention is being implemented consistently and appropriate communication skills are reinforced regularly.

It is essential to note that implementing FCT requires expertise in behavior analysis and intervention. Consulting with a qualified Board Certified Behavior Analyst (BCBA) experienced in working with individuals with ASD can provide guidance and individualized strategies to address specific communication challenges.