Functional Communication Training

Functional communication training (FCT) is a method used to replace challenging behaviors with more appropriate communication.

• First, the function of the behavior is determined (functions: attention, escape, tangible, automatic/sensory).
• Next, alternative  behaviors, preferably behaviors currently in the student's repertoire, are taught to take the place of the current, challenging behavior.
• Reinforcement for the challenging behavior is withheld while the new behavior is reinforced. In other words, the old behavior no longer works for them to get what they want, and instead, the new behavior is the manner is which they can gain access to what they want.

• Student hears a loud noise and begins to scream loudly while jumping up and down, and flailing their arms. Teacher then exits the room with the student. (Current behavior that is reinforced is screaming. Function of behavior is escape.)
• FCT is taught: Student hears a loud noise and begins to scream loudly while jumping up and down, and waving their arms. Teacher prompts student to push a button on their AAC device or verbally communicates a word or sentence stating the noise level is too loud and they want to leave. Teacher then exits the room with the student. (The behavior that takes the place of screaming is pushing a button or expressive communication.)
• If the student is screaming, jumping up and down, and flailing their arms when the loud noise occurs, the teacher does not leave with the student until they push the button or state what they need. It's imperative that the screaming while jumping up and down and flailing arms behaviors no longer gets them what they want and the immediacy of leaving the room occurs as soon as they engage in the replacement behavior.
• When considering the replacement behavior, a behavior that requires less effort than the current challenging behavior is preferable as it would require less effort for the student to gain access to what they want.
• Pushing a button or saying a word or phrase requires less energy than screaming while jumping up and down and flailing their arms.
• Additionally, it's best to plan ahead to be ready to prompt a replacement behavior before a challenging behavior occurs to provide the opportunity for the replacement behavior to be reinforced with the absence of the challenging behavior. This could happen by the teacher remaining in close proximity to the student so that if or when a loud noise occurs, they can prompt the student immediately, before the student engages in the challenging behavior.

FCT is used when an individual's challenging behaviors are negatively affecting themselves or others or if the individual struggles to communicate their wants and needs.