Chapter
1. Introduction to Functional Communication Training
FCT as a Differential Reinforcement Procedure
Identifying the Reinforcers for a Communicative Response
2. The Selection of Communicative Function(s) to Teach and How They Are Expressed
What Events Lead to the Learner’s Overt Attempts to Socially Influence Others?
Identifying Specific Types of Functional Communicative Acts That Can Be Produced by Individuals Who Engage in Problem Behavior
Considering the Relationship between Social Functions of Problem Behavior and Communicative Intents Discussed by Speech and Language Pathologists
Why Is It Important to Exactly Match Communicative Intents to Be Taught with Social Functions Derived from a Functional Assessment?
Selecting the Most Efficient Representation for a Particular Communicative Act
Identifying a Continuum of Symbol Specificity
Considering Possible Variables That Influence Choices Regarding Symbol Specificity
Identifying the Specific Communicative Means to Be Taught
3. An Integrative Model to Establish Communicative Alternatives and Enhance Self-Regulatory Skills
Empowerment and Self-Efficacy
Classes of Intervention Strategies That Must Be Jointly Considered in Addressing a Balance between Self-Regulation and Empowerment
Antecedent-Focused Intervention Strategies
Communicative Alternatives to Problem Behavior
Consequence-Related Intervention Strategies
Reinforcement for Desired Behavior
An Integrated Implementation of Multicomponent Intervention for Problem Behavior That Includes Antecedent-Focused, Communicative Alternative, and Consequence‑Based Intervention Components
The Role of General Case Logic in Implementing a Comprehensive Behavior Support Program
Examples of Establishing Conditional Use of Newly Established Behavior
4. Examples of Antecedent-Focused Intervention Strategies
Implementing an Antecedent-Focused Intervention to Address Undesired Generalization (Socially Unacceptable Overgeneralized Use of a Communicative Alternative)
TFD in the Delivery of Reinforcement
Identifying Components of a TFD Procedure
Implementing a TFD Procedure with Behavior Maintained by Escape
Prespecifying a Competing Schedule of Reinforcement to Moderate Overuse of a Communicative Alternative
Graphic Organizational Aids (Schedules)
Introducing Learner Choices in the Arrangement of Scheduled Activities
A Brief Summary of Prompting Strategies
Setting-Event Interventions
Differentiating between Setting Events and MOs
Building Rapport as an Example of a Setting-Event Support Strategy
5. Teaching Communicative Protesting as an Alternative to Avoidance-Maintained Problem Behavior
What Is Communicative Protesting?
The Development of Early Protesting
Implications for Intervention from Natural Parent–Child Interactions
What Do We Know about Teaching Protesting?
A Guide to Teaching Protesting
Identify the Critical Event That Cues the Child to Engage in Escape- or Avoidance-Motivated Problem Behavior
Identify Specific Activities That Can Serve as Teaching Examples
Identify a Socially Acceptable Communicative Means
Determine the Form and Consider the Efficiency of the Communicative Replacement
Identify a Provoking Event
Sequences of Intervention
Considering Spoken Language
6. Teaching Requesting Assistance
The Development of Requests for Assistance
The Range of Situations That Support Requests for Assistance
The Importance of General Case Instruction in Teaching Assistance Requests
Generalization Limitations as a Challenge to Response Efficiency
Generalization of Assistance Requests across Communicative Functions
A Guide to Teaching Requesting Assistance
Getting Ready to Teach Requesting Assistance
Define the Range of Activities in Needing Assistance (Identify the MOs Related to Problem Behavior)
Identify Specific Activities That Can Serve as Positive and Negative Teaching Examples
Consider the Efficiency of the Communicative Alternative
Determine the Point in the Activity at Which the Learner Is Likely to Engage in Problem Behavior
Consider Ordering the Teaching Examples to Ensure Generalized and Conditional Use of Requests for Assistance
Sequences of Intervention
Instructional Procedures to Reduce Reliance on Requests for Assistance
How Will You Know If the Program Is Working?
What If the Learner Starts Requesting Assistance Earlier and Earlier in the Activity?
What If the Learner Continues to Request Assistance Even though He or She Has Learned to Complete Difficult Activities Independently?
The Range of Situations That Support Requesting a Break
Ensuring Return from a Break
Positive Reinforcement for Extricating from a Break
Delayed Reinforcement of Successful Break Extrication
Ensuring a Sufficiently Brief Engagement in the Nonpreferred Activity as the Result of an Accurate and Valid Baseline
Reinforcing Return to Work with a Slower Resumption of Work (Easing Back into Work)
Ensuring Moderation in the Use of Requests for a Break
Competing Schedules of Reinforcement
Tolerance for Delay in the Delivery of Reinforcement
Competing Schedules of Reinforcement
A Brief Review of TFD as a Component of Teaching Break Requests
Investigations That Successfully Implemented TFD Combined with a Communicative Alternative for Problem Behavior
A Sample Guide to Teaching Requesting a Break
Getting Ready to Teach Requesting a Break
Identify Specific Activities That Can Serve as Teaching Examples
Determine the Communicative Form and Consider the Efficiency of the Communicative Replacement
Reinforce the Absence of Problem Behavior
Return to Work from Break Time
Select Reinforcer(s) That Can Be Obtained Only after a Successful Return to Work
Fade the Instructional Prompt
Gradually Make the Break Symbol Available Earlier in the Task and Introduce a TFD Cue
Increase the Degree of Participation in the Activity
How Will You Know If the Program Is Working?
8. Teaching Communicative Requests as an Alternative to Problem Behavior Maintained by Attention
Communicative Requests for Attention and Tangibles and Their Early Development
FCT for Problem Behavior Maintained by Attention
Unique Problems Associated with Attention-Maintained Problem Behavior
Problems with Punishment and Prevention
Considerations for Teaching Appropriate Communicative Requests for Attention MOs
Proficiency of the Child's Use of Appropriate Communication
Relative Efficiency of Appropriate Communication
Consequences for Appropriate and Problem Behaviors
9. Teaching Communicative Requests as an Alternative to Problem Behavior Maintained by Tangibles
FCT for Problem Behavior Maintained by Tangibles
Unique Problems Associated with Tangible-Maintained Problem Behavior
Considerations for Teaching Appropriate Communicative Requests for Tangibles
Teaching an Initial Request for a Tangible Item or Activity
10. Describing Functional Communication Training as a Component of an Effective Behavior Support Plan: What We Know and What We Still Need to Know
The Importance of Addressing Problem Behavior Consistently, Comprehensively, and Early
The Importance of Determining What Maintains Problem Behavior
Assessing Motivating Operations
Linking Assessment to Intervention
The Necessary Components of a Behavior Support Plan
The Form of the Communicative Alternative Taught
Maintaining Newly Established Functional Communication
Generalizing Newly Established FCT
Identifying the Possible Interaction between Generalization and Conditional Use
Considering Multicomponent Intervention and Behavior Support Strategies
Addressing the Range of Collateral Gains Emanating from Successful FCT
Addressing Social Validity, Treatment Fidelity, and Contextual Fit
Implementing Interventions with Fidelity
Coordinating "High-Dose" and "Low-Dose" Interventions
Validating Instructional Procedures in Translational Settings
Identifying the Levels at Which Support Tactics to Prevent and Reduce Problem Behavior Are Implemented: In the End, It Takes a Village
Functional Communication Training for Problem Behavior
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