Functional Communication Training

Children with special needs may often display challenging behaviors, such as aggressive behaviors and tantrums, which often interferes with learning, school and family participation (Carr and Durand, 1985). These behaviors are often a form of communication when children lack the socially appropriate way to communicate their needs, thus understanding and addressing the intent behind such behaviors is a central target through the Applied Behavior Analysis (ABA) practice.

Functional Communication Training (FCT) is an evidence-based intervention used in ABA to address these challenging behaviors by teaching children more appropriate and effective ways to communicate (Tiger et al., 2008). Rather than focusing solely on reducing the problem behaviors, FCT involves identifying the function of the behavior (what the child is trying to achieve) before teaching a functionally equivalent communication response, emphasizing skill-building that replaces challenging behaviors with meaningful communication (Kurtz et al., 2011).

In Singapore, FCT is highly relevant across all settings: therapy centres, schools, and at home. FCT starts with a Functional Behavior Assessment (FBA), where behavior analysts can systematically identify variables that maintain the challenging behaviors. By analyzing the antecedent and consequences, the outcomes that reinforce a challenging behavior is identified (O’neill et al., 2015). From here, ABA strategies are used to teach a communication response, which reliably provides the desired outcomes, and redirect reinforcement towards this more appropriate communication response to prevent the challenging behavior from receiving reinforcement. 

FCT commonly addresses behaviors maintained by one or more of the following functions:

1. Sensory or automatic reinforcement

2. Escape from demands

3. Attention (access to attention)

4. Tangibles (access to tangibles)

5. 
   

By matching the communication response to the identified functions, FCT directly targets the underlying cause of challenging behavior.

For example, a child who engages in tantrum behavior when presented with academic demands may be exhibiting behavior maintained by escape. Through a Functional Behavior Assessment, a behavior analyst can objectively identify if the tantrums result in the reliable removal or delay of a task. Using Functional Communication Training, the child may be taught to use an alternative and more appropriate communication, such as requesting for a break, while preventing tantrum behaviors from resulting in escape from tasks. Over time, the child learns that appropriate communication is more efficient to achieve the same outcome, resulting in a decrease in challenging behaviors.

By Sevigny Wiraja

Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional

communication training. Journal of Applied Behavior Analysis, 18(2), 111–126. 

https://doi.org/10.1901/jaba.1985.18-111

Kurtz, P. F., Boelter, E. W., Jarmolowicz, D. P., Chin, M. D., & Hagopian, L. P. (2011). An 

analysis of functional communication training as an empirically supported treatment for 

problem behavior displayed by individuals with intellectual disabilities. Research in 

developmental disabilities, 32(6), 2935–2942. https://doi.org/10.1016/j.ridd.2011.05.009

O’neill, R. E., Bundock, K., Kladis, K., & Hawken, L. S. (2015). Acceptability of Functional 

Behavioral Assessment Procedures to Special Educators and School Psychologists. 

Behavioral Disorders, 41(1), 51-66. https://doi.org/10.17988/0198-7429-41.1.51

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. https://doi.org/10.1007/BF03391716