functional-communication-training

name	functional-communication-training
description	Use when designing FCT programs to replace problem behavior with functional communication responses, selecting communication modalities, planning schedule thinning, or troubleshooting FCT implementation.

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.