Functional Communication Training (FCT) is a powerful tool for ABA professionals to help reduce challenging behaviors by teaching individuals more effective ways to communicate their needs.
At its core, behavior is communication. When a student exhibits challenging behavior, it’s often because a skill is missing. If we can identify the function of their behavior and provide an appropriate replacement skill, we pave the way not just for a reduction in challenging behaviors, but also for meaningful growth in communication.
Take Shira’s student, for instance. He had plenty of language and could form complete sentences to share his wants. Yet, he wasn’t requesting attention appropriately and often resorted to challenging behavior to get it. By teaching him to mand for attention using text prompts, Shira gave him the tools to meet his needs more effectively. Over time, the challenging behaviors disappeared. This process – teaching him new communication skills to replace challenging behavior – is exactly what FCT is all about.
But how do we implement Functional Communication Training? Here’s a step-by-step guide for ABA professionals.
Step 1: Identify the Function of the Behavior
To implement FCT effectively, the first and most essential step is to determine the reason behind the challenging behavior. Behavior analysts often identify five key functions of behavior:
- Escape/Avoidance: To get out of an unpleasant situation or task.
- Attention-Seeking: To gain social interaction or acknowledgment.
- Access to Tangibles: To obtain a preferred object or activity.
- Sensory Stimulation: For self-soothing or stimulation.
- Control/Rigidity: To maintain order or predictability.
Once you identify the function, ask yourself, “What is the student trying to communicate through this behavior?” The answer will guide you to the skills they need to learn.
For example, if a student runs out of the classroom repeatedly, it’s crucial to uncover why. Are they trying to escape work? Do they need a break? Once you know the why, you’ll know what replacement skill to teach.
Step 2: Select an Appropriate Replacement Behavior
The next step is to decide on the communication skill you’ll teach as a replacement. Here’s a critical point to remember: your replacement behavior should directly address the function of the original behavior.
A common mistake in FCT is teaching students to mand for something unrelated to the problem behavior. For instance, if a child runs out of the room to avoid an activity, teaching them to request a snack won’t resolve the issue. Instead, you should teach them how to request a break. The replacement behavior should fulfill the same need as the challenging behavior but in a more effective and socially appropriate way.
To ensure success, start small. For a student who runs out of the room, catch them just before they head for the door and prompt them to use the replacement skill. Whether it’s saying, “I need a break,” using a picture card, or signing, keep it simple and easy. Pair this new communication with immediate reinforcement (e.g. allowing the break) to connect the skill to the desired outcome.
Step 3: Teach the Skill Proactively
Teaching functional communication works best when students are calm and receptive – not in the middle of an episode of challenging behavior. . Waiting until the learner has escalated to introduce FCT is unlikely to be effective.
Instead, set aside calm moments for practice. Create opportunities for them to use the new skills in structured and controlled settings. For example, you could simulate situations that mimic those in which the challenging behavior typically occurs.
These “masked trials” allow students to rehearse the skills in a low-pressure environment before they encounter the real thing. Allowing learners to practice when they aren’t stressed increases the chance they’ll successfully use the skill during a more natural, high-stakes moment.
Step 4: Provide Reinforcement
Reinforcement is crucial in helping students adopt replacement skills. For the replacement behavior to succeed, it needs to be just as effective (or more effective) than the original problem behavior in meeting their needs.
This is why it’s important to provide immediate and consistent reinforcement when they use the communication skill – even if it’s prompted at first. Using our break-request example, every time the student communicates they need a break, grant it right away. Over time, this will pair the new skill with the desired outcome, encouraging them to use it more often.
Step 5: Collect and Analyze Data
To gauge progress, data collection needs to be part of the FCT process. Track the frequency of the student’s replacement behavior – both prompted and unprompted. You can use frequency graphs to visually monitor their progress.
It’s also helpful to differentiate between contrived settings (e.g., practice trials) and naturalistic settings where the behavior occurs spontaneously. By analyzing this data, you can measure whether they’re generalizing the skill to real-world scenarios.
For example, you may notice their unprompted requests increase during masked trials but remain low in natural settings. This observation could indicate the need for more practice or additional reinforcements to strengthen the skill in everyday situations.
Common Issues with Functional Communication Training
While FCT is a highly effective tool, there are a few common mistakes that can hinder success. One of the biggest problems is the failure to connect the replacement behavior to the function of the challenging behavior. Teaching an unrelated skill won’t reduce the challenging behavior, as it doesn’t address their unmet need.
Another mistake is assuming that teaching general mands (e.g., requesting anything) will automatically transfer to specific needs. If the student is engaging in problem behavior to escape, they need to learn to mand for breaks rather than general requests. Be targeted and purposeful in what you teach.
Functional Communication Training is a game-changer. By focusing on communication as a replacement for problem behavior, you help students reduce challenging behaviors and develop crucial skills that enrich their lives.
Remember Shira’s student? With the ability to request attention appropriately, his aggression disappeared, and he was able to experience how communicating what he wanted worked for him. That’s the power of FCT.
With clear steps, practice opportunities, and consistent reinforcement, ABA professionals can make a meaningful difference for their learners.
By addressing behavior through communication, you’re not just reducing problems, you’re building skills that empower your students to thrive. And that’s our ultimate goal, right?
