functional-communication-training

# Functional Communication Training (FCT) Functional communication training is a differential reinforcement procedure that teaches a communicative response as a functionally equivalent replacement for problem behavior. FCT is one of the most well-researched and widely used treatments for severe problem behavior in applied behavior analysis. It is predicated on the results of a functional behavior assessment — the communication response must access the same reinforcer that maintains the problem behavior. ## Conceptual Foundation FCT operates on the principle that problem behavior is operant — it is maintained by its consequences (attention, escape, tangible access, or automatic reinforcement). If a learner can access the same reinforcer more efficiently through communication than through problem behavior, the communication response will compete with and eventually replace the problem behavior. The three-component logic of FCT: 1. **Identify the function** of problem behavior through functional assessment (FBA or FA) 2. **Teach a communication response** that accesses the same functional reinforcer 3. **Ensure the communication response is more efficient** than the problem behavior (less effort, faster reinforcement, more reliable reinforcement) ## Communication Response Selection ### Modality Selection Criteria **Vocal speech**: Preferred when the learner has an existing vocal repertoire (even limited), imitation skills, and the communication partners can reliably detect vocal responses. Advantages: universally understood, no equipment required, fastest response for skilled speakers. **Picture Exchange Communication System (PECS)**: Appropriate when the learner has limited vocal repertoire, can discriminate between pictures, and has basic motor skills for picture exchange. Advantages: communication partner does not need training to understand the message, portable, no technology dependencies. **Sign language**: Appropriate when the learner has motor imitation skills, fine motor control, and communication partners (including school staff, family) can learn to recognize signs. Advantages: always available (no external materials needed), rapid response. Limitations: requires trained communication partners; many people do not understand signs. **Speech-generating devices (SGD)**: Appropriate across a wide range of learners, particularly those with limited vocal and motor skills. Advantages: intelligible to all communication partners, can be customized. Considerations: device availability, durability, programming needs, cost. ### Selection Decision Factors - Speed of acquisition (how quickly can the learner master the response?) - Response effort (lower effort responses compete more effectively with problem behavior) - Social recognition (will all communication partners recognize and reinforce the response?) - Portability across settings - Learner preference (offer choice of modality when possible; preference increases use) - Existing repertoire strengths ## Initial FCT Training ### Phase 1: Establishing the Communication Response 1. **Contrive the establishing operation (EO)**: Create a condition where the functional reinforcer is needed. For escape-maintained behavior, present a demand. For attention-maintained behavior, divert attention. For tangible-maintained behavior, restrict access to a preferred item. 2. **Prompt the communication response immediately**: Use a full prompt (hand-over-hand for card exchange, full physical for sign, echoic prompt for vocal) so the learner contacts reinforcement on the first trial. The goal is errorless teaching — no problem behavior should be necessary to access the reinforcer. 3. **Deliver the functional reinforcer immediately and completely**: If the function is escape, provide a break. If attention, deliver attention. If tangible, give the item. Initial reinforcement must be immediate (0-second delay), continuous (every response reinforced), and complete (full-magnitude reinforcer). 4. **Fade prompts systematically**: Use a most-to-least prompting hierarchy or time delay to transfer stimulus control from the prompt to the EO. 5. **Place problem behavior on extinction** (when safe and ethical): Do not deliver the functional reinforcer following problem behavior. This is critical — if problem behavior continues to produce the reinforcer, the communication response will not compete effectively. When extinction is not safe (e.g., severe self-injury), use differential reinforcement with higher-quality or greater-magnitude reinforcement for communication. ### Phase 2: Strengthening the Communication Response - Increase response requirements gradually (e.g., from card exchange to sentence strip) - Practice across therapists, settings, and activities - Introduce slight delays between response and reinforcement (beginning of schedule thinning) - Teach discrimination: when to use the communication response vs. other responses ## Schedule Thinning Continuous reinforcement of every communication response is not sustainable. Schedule thinning is essential for practical implementation. ### Delay-Based Thinning Gradually increase the delay between the communication response and reinforcer delivery. Start with 0-second delay (immediate), then increase to 5 seconds, 10 seconds, 30 seconds, 1 minute, and so on. Teach the learner to tolerate waiting after communicating. Combine with tolerance training (see below). ### Multiple Schedule Thinning Use a discriminative stimulus (e.g., a colored card, a visual signal) to signal whether reinforcement is available: - **S^D present (e.g., green card)**: Communication response produces the reinforcer - **S-delta present (e.g., red card)**: Communication response does not produce the reinforcer (extinction) - Gradually increase the proportion of S-delta periods - This teaches the learner to discriminate when communication will be effective ### Chain Schedule Thinning (Hanley et al., 2001) Require the learner to complete a brief chain of responses (e.g., work tasks) before the communication response produces the reinforcer. Gradually increase chain requirements. This reintroduces functional demands while maintaining communication as the terminal link. ### Competing Schedule Arrangements Provide alternative reinforcement during periods when the functional reinforcer is unavailable. For example, during a "wait" period for a break (escape function), provide access to preferred activities to compete with problem behavior. ## Tolerance Training Teach the learner to accept denials, delays, and reduced reinforcement without resorting to problem behavior: - "I hear you. You can have a break in 2 minutes." - Provide visual timers to signal waiting periods - Reinforce tolerance responses (waiting, accepting "no," engaging in alternative activity) - Gradually increase tolerance requirements based on data ## When FCT May Be Insufficient FCT may need supplementary interventions when: - Problem behavior serves an automatic reinforcement function (FCT addresses socially mediated functions) - Extinction cannot be implemented safely (severe SIB, dangerous aggression) - The environment cannot support continuous reinforcement during acquisition - Multiple functions maintain the problem behavior (train multiple FCRs) - The learner has an extremely limited communication repertoire (pair with augmentative systems) - Generalization across settings and communication partners is inadequate ## Training Multiple Functional Communication Responses When problem behavior serves multiple functions, train a separate communication response for each function: - "I need help" (escape from difficult tasks) - "I want a break" (escape from demands generally) - "Play with me" (attention) - "I want ___" (tangible access) Teach each response in the context of its corresponding EO. The learner must discriminate which response to use under which conditions. ## Procedural Fidelity FCT outcomes are highly dependent on implementation fidelity. Train all implementers to: - Recognize the communication response and reinforce immediately - Withhold reinforcement for problem behavior (extinction) - Use the correct prompt hierarchy - Implement schedule thinning at the current step (not ahead or behind) - Collect accurate data Monitor fidelity with direct observation checklists. FCT failures are most commonly fidelity failures. ## Key References - Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. *Journal of Applied Behavior Analysis*, 18(2), 111–126. - 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. - Hanley, G. P., Iwata, B. A., & Thompson, R. H. (2001). Reinforcement schedule thinning following treatment with functional communication training. *Journal of Applied Behavior Analysis*, 34(1), 17–38. - Hagopian, L. P., Fisher, W. W., Sullivan, M. T., Acquisto, J., & LeBlanc, L. A. (1998). Effectiveness of functional communication training with and without extinction and punishment. *Journal of Applied Behavior Analysis*, 31(2), 211–235. - Durand, V. M., & Merges, E. (2001). Functional communication training: A contemporary behavior analytic intervention for problem behaviors. *Focus on Autism and Other Developmental Disabilities*, 16(2), 110–119. - Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). *Applied Behavior Analysis* (3rd ed.). Pearson.