FCT Training for Staff

​Functional Communication Training (FCT)

​The what, why, and how of FCT!

What is FCT?

• FCT stands for functional communication training.  

• We use FCT to teach socially appropriate, safe ways to get needs and wants met.

• FCT is only effective when we match the function of the problem behavior we are trying to reduce.

WE CANNOT FOCUS ONLY ON BEHAVIOR REDUCTION.  WE HAVE TO TEACH AND REINFORCE THE BEHAVIOR WE WANT TO SEE!

Common Terms

FCR = Functional Communication Response; the thing that the student uses to communicate wants/needs

Reinforcer/Reinforcement; What the student wants or what will be delivered when the FCR is emitted

Behavior Function; The reason why the student is engaging in a behavior, specifically a problem behavior

Response Effort; How much thought or energy is required to complete a task/engage in a behavior.

When should we use FCT?

We can use FCT for escape, attention, and access to tangible maintained behavior.

​FUNCTION	​EXAMPLE FCRs	​SUMMARY
​ESCAPE	​"Stop work" "Break" "I need a minute" "More time"	​Any response in which the student can terminate/avoid/delay an activity
​Attention	​"Tickles" "Play with me" "Squeezes" "Sit by me"	Any response that gains and/or keeps staff or peer attention
​Access to Tangibles	​"IPad" "cookie" "Playground" "Hot Cheetos"	​Any response that gains student access to a preferred item/activity

Multiple Choice

HS begins biting herself and engaging in head-to-surface behavior. Staff prompts her to request "Sit by me." on her AAC device. Which function is FCR meeting?

• Attention

• Access to Tangibles

• Escape from Task

Multiple Choice

TH hears his timer go off to end break. He immediately says "Stop work." He is given an additional minute on his break. What function is this FCR meeting?

• Attention

• Access to Tangibles

• Escape

Multiple Choice

JP is using "I need more time" to get a desk break during work. What function is this FCR meeting?

• Attention

• Access to Tangibles

• Escape

When should we/can we NOT use FCT?

We cannot and should not use FCT to honor requests for items or activities that are unsafe/illegal!

When should we/can we NOT use FCT?

We cannot use FCT for things that we cannot deliver.

When should we/can we NOT use FCT?

We (usually) cannot use FCT for things that are automatically maintained.

Steps to implementing FCT.

Step 1: Find the Function

The student's BCBA will collect, or ask you to help collect, ABC data.

This data will be used to find the function of the problem behavior. You can find the information on the function of behaviors in the students' behavior intervention plans (or you can ask us!)

Steps to implementing FCT.

Step 2: Determine the FCR

The student's BCBA and Speech Pathologist will work together to determine the method of communication and what response we think will benefit the individual student.

• PECS is a systematic way to increase student communication.

• Follows a very specific teaching protocol.

• VISUAL SUPPORTS ARE NOT PECS

PECS (Picture Exchange Communication System)

Students with an Ipad device may also communicate via spoken word or through a printed picture.

We should/will honor requests through any mode of communication the student uses

IPad Devices

A student's FCR may change over time!

We may move away from the Picture taped to a desk to putting the FCR on an IPad.

The FCR words may change too, because functions of behavior can change over time too!​

Steps to implementing FCT.

Step 3: Reinforce the FCR

This is where the teaching begins!

We want to have the student practice using the FCR and we want to deliver access to the reinforcer. At first, we are going to honor this EVERY TIME.

But please don't worry, this will be faded!

Steps to implementing FCT.

Step 3: Reinforce the FCR

We want to provide as many opportunities for the student to access the reinforcer as possible.

Problem behaviors are impulsive, and have resulted in reinforcement for a long time. They often become a "habit" or a "pattern" for our kiddos.

• Think about how when January 1st of a new year starts, how many times you write the previous year in the date! It is a habit, that takes some repetition to break.

Steps to implementing FCT.

Step 3: Reinforce the FCR

We want to choose times BEFORE the problem behavior occurs to prompt the FCT, usually at precursor behaviors.

• We want the FCR to be LESS response effort than the problem behavior (otherwise, they wont want to engage in the desired response!)

Multiple Choice

You have recently taught a student to touch a picture symbol of a stop sign to escape work. His response should be honored___________.

• Only one time per work session

• Only 5 times per work session

• Unlimited times per work session

• Unlimited times, every other work session

Multiple Choice

LK cries, engages in SIB, and pushes work away (maintained by escape from task). Which of the following would be LESS response effort than crying/SIB/pushing materials?

• Verbally Stating STOP WORK

• Touching a large Picture of a STOP sign

• Navigating her AAC device over 5 pages to access STOP WORK

Steps to implementing FCT.

Step 4: Fade Rate of Honoring Requests

​Red/Green Card

​Limit Number per work Session

Once we know that the student can INDEPENDENTLY AND CONSISTENTLY use the FCR, then we can begin to fade the rate at which we honor requests.

• There are a variety of ways to fade how often a student is using an FCR.

​Reduce amount of time/item given for FCR vs. Completion of task

Okay, so I teach the FCR, but they are engaging in behavior ANYWAY!

REMEMBER: THIS BEHAVIOR HAS LIKELY BEEN REINFORCED FOR A LONG TIME!

It is going to take a while to break the "habit".

We are here to support you in working through the behaviors.

Okay, so I teach the FCR, but they are engaging in behavior ANYWAY!

• When teaching the FCR, we are honoring the requests, which will likely take a lot of prompting!

• However, during this time, we are NOT going to honor or reinforce the problem behavior.

What does this look like?

DB has "Stop Work" picture on his desk.

DB scratches his staff. (PRECURSOR BEHAIVOR)

The staff prompt DB to touch his FCR. (FCR EMITTED)

He does, and is given a 2 minute break without work. (REINFORCER DELIVERED)

What does this look like?

• HS has "Stop Work" in her AAC Device.

• HS Cries and bites her arm. (PRECURSOR BEHAIVOR)

• The staff prompt HS to touch her FCR. But she then does head to table, and goes to her mat. (FCR NOT EMITTED)

• Staff begin blocking SIB, while keeping work presented to her. (REINFORCER WITHHELD)

• Staff continues to provide prompt for FCR after every response. (PROMPT/EXTINCTION)

• HS eventually presses stop work on her device and work is removed (REINFORCER DELIVERED).

Questions? Student Specific Applications?

Do you have any questions regarding FCR for any of your students?

Would you like us to go over FCR protocol for any specific students?