Functional Communication Training: A Parent and Professional Guide
What is Functional Communication Training?
As a Board Certified Behavior Analyst (BCBA), I’ve seen how Functional Communication Training (FCT) can transform lives. This powerful tool helps people with autism and developmental disabilities reduce challenging behaviors while building essential communication skills.
FCT is more than just teaching someone to talk. It’s about understanding why challenging behaviors happen and replacing them with better ways to communicate. When done right, FCT helps people express their needs, wants, and feelings effectively.
Why FCT Works: The Science Made Simple
All behavior serves a purpose. When someone hits, screams, or has tantrums, these behaviors usually mean something important. The person just doesn’t know a better way to communicate that need.
FCT works on a simple idea: find out what the challenging behavior is trying to say, then teach a better way to say it. Instead of just stopping bad behaviors, we give people better tools to get what they need.
The Research Behind FCT
FCT has strong research support. Decades of studies show it works for:
- People across the autism spectrum
- Those with intellectual disabilities
- Various developmental differences
- Different types of challenging behaviors
Studies show FCT reduces problem behaviors while building real communication skills that last.
Step 1: Understanding Why Behaviors Happen
Before we can help, we need to know what the behavior is trying to communicate. Here are the main reasons people use challenging behaviors:
Getting Attention
Many behaviors happen because they get attention from others. Even negative attention (like being told “no”) can reinforce the behavior. A child might hit because it reliably gets adults to notice them.
Escaping or Avoiding Things
Some behaviors help people get out of doing things they don’t want to do. This might look like:
- Tantrums during homework
- Aggression when asked to do chores
- Self-injury when faced with difficult social situations
Getting Things They Want
Behaviors often happen when people want access to favorite items or activities. Examples include:
- Hitting to get a toy
- Screaming for preferred foods
- Breaking things to access restricted areas
Sensory Needs
Some behaviors happen because they feel good or provide needed sensory input. These might include repetitive movements or sounds that the person finds satisfying.
Multiple Reasons
Many behaviors serve different purposes in different situations. Good assessment helps us understand these patterns.
Step 2: Choosing the Right Communication Method
Once we know why the behavior happens, we pick the best way to teach replacement communication.
Communication Options
FCT can use many different ways to communicate:
- Spoken words – when the person can speak
- Sign language – using hand gestures
- Picture cards – pointing to or exchanging pictures
- Communication devices – tablets or specialized equipment
- Simple gestures – like pointing or hand signals
The key is picking something the person can learn quickly and use easily.
Making It Efficient
The new communication must work at least as well as the challenging behavior. If a child screams and gets attention in 5 seconds, the new communication should also get attention quickly.
Step 3: Teaching New Skills
Starting Strong
At first, we respond to every communication attempt and make sure challenging behaviors don’t work anymore. This helps the person learn that the new way is better.
Reducing Help Over Time
Most people need some help learning new communication at first. We gradually reduce this help so they can communicate independently.
Practicing Everywhere
We teach the new skills with different people and in different places. This helps ensure the person can use their new communication skills everywhere they need them.
Common Challenges and Solutions
Challenge: Behaviors Get Worse Before They Get Better
When challenging behaviors stop working, they might increase temporarily. This is normal and actually shows the intervention is working.
Solution: Stay consistent and keep safety measures in place.
Challenge: Slow Learning
Some people take longer to learn new communication skills.
Solution: Try simpler communication methods or break skills into smaller steps. Make sure to use motivating rewards.
Challenge: Skills Don’t Transfer
Sometimes communication skills learned in one place don’t work in other settings.
Solution: Practice in many different places with different people from the start.
Challenge: Others Don’t Respond
If people don’t respond to communication attempts, the person might go back to challenging behaviors.
Solution: Train everyone who interacts with the person to recognize and respond to communication attempts.
FCT for Different Ages
Young Children (2-5 years)
Focus on basic communication like:
- Asking for things
- Saying “no” to things they don’t want
- Getting attention appropriately
Use simple gestures, single words, or pictures.
School-Age Children (6-12 years)
Work on more complex communication like:
- Asking for help
- Expressing preferences
- Talking about feelings like frustration
Teenagers and Adults
Focus on:
- Self-advocacy skills
- Complex social communication
- Preparing for independence
Technology and FCT
Modern FCT often uses technology to help:
- Communication apps on tablets
- Speech-generating devices for complex communication
- Video examples to show how to communicate
- Data collection apps to track progress
Family Involvement is Key
Families play a crucial role in FCT success:
At Home
- Create natural opportunities to practice communication
- Respond consistently to communication attempts
- Keep using the same approaches across all family members
In the Community
- Help practice communication skills in stores, restaurants, and other places
- Teach siblings and extended family to recognize communication attempts
- Maintain skills over time
Measuring Success
We track progress by looking at:
- Fewer challenging behaviors over time
- More communication attempts both with help and independently
- Better quality of life including more participation in activities
- Skill use in different places with different people
Professional Support
While families can support FCT, professional guidance is important. Work with qualified behavior analysts who have specific FCT training for best results.
For professionals seeking comprehensive information about the research foundation supporting FCT and other evidence-based practices, the Association for Behavior Analysis International (ABAI) provides access to current research and practice guidelines that inform modern behavioral interventions.
For families and professionals interested in comprehensive information about communication interventions and augmentative communication strategies, the International Society for Augmentative and Alternative Communication (ISAAC) provides extensive resources and research-based guidance.
The Big Picture
FCT is most effective when it’s part of a long-term plan to support communication development. The goal isn’t just to reduce challenging behaviors – it’s to give people the communication skills they need to participate fully in their communities.
Success takes patience, consistency, and teamwork between individuals, families, and professionals. With proper implementation, FCT can create lasting positive changes that improve quality of life and promote independence.
Remember:
- Every person’s communication journey is unique
- FCT should be tailored to individual needs and preferences
- The investment in communication skills pays off with better behaviors, relationships, and independence
- Professional guidance ensures the best outcomes
FCT works because it respects that all behavior has meaning and gives people better ways to express themselves. When we understand what someone is trying to communicate and teach them effective ways to do it, challenging behaviors naturally decrease while communication skills flourish.
