2. THE ABCS OF FCT Targeting Language Acquisition From a Behavioral Perspective Elizabeth (Betsey) Davis, MA, CCC-SLP, BCBA; Eric Campelll, MS, BCBA edavis@spurwink.orgedavis@spurwink.org; ecampbell@spurwink.orgecampbell@spurwink.org Saturday, March 14th, 2015

3. What is FCT? Functional Communication Training (Carr and Durand 1985) is an evidence-based treatment approach that teaches individuals to communicate for a reason….a “function”

5. If the reason for challenging behavior is communication…WTF? We can identify the function of the behavior and teach the individual a different way to communicate so that the same outcome is achieved

6. Common Functions of Behavior Everybody “E.A.T.S” – Escape, Attention, Tangible, Sensory

7. Escape/Avoidance

8. Attention

9. Tangible/Access

10. Sensory

11. What is the Function? Escape – removal of food Attention – adults interacts/gets spoon Access – adult offers another choice Sensory – likes sound, sight, mess

12. A – B - C A – Antecedent: what is happening in the environment that leads to the occurrence of the behavior? B – Behavior: what exactly is the behavior that occurs? What does it look like/sound like/feel like/how long does it last? C – Consequence: what happens in the environment immediately following the behavior

13. Example: A Child sees candy at checkout counter In the past, child has received candy at store B Child screams, yells and reaches for candy Full-blown tantrum begins C Child is causing a “scene” Child is given candy Tantrum stops

15. We Have Choices! Change (manipulate) the A or B + C Antecedent manipulation – choose “no candy” lane Behavior change (FCT) – only new (replacement behavior) will result in access Consequence change – tantrum will not result in access

16. If you choose FCT… … the key to success is providing immediate access to the desired consequence each time the individual communicates the new/desired behavior and not provide access if the problem behavior occurs.

17. Functional Communication Training In 13 Steps….

18. Step 1: What is the Behavior? Is it a Problem? Ask, “Is intervention warranted?” Does this behavior negatively impact the individual’s (or another’s): Safety? Independence? Relationships? Learning?

19. Step 2: Complete a Functional Behavior Assessment (FBA) Why is this person engaging in this behavior, in this setting, at this time?” –Gordon Paul (1967)

20. A Functional Behavior Assessment (FBA) is a process that identifies specific target behavior, the purpose of the behavior, and what factors maintain the behavior that is interfering with the student's functioning.

21. Maine Special Education Regulations,Chapter 101, Section 11, p. 6 Functional Behavioral Assessment. Functional behavioral assessment means a school-based process used by the Individualized Education Program (IEP) Team, which includes the parent and, as appropriate, the child, to determine why a child engages in challenging behaviors and how the behavior relates to the child’s environment. The term includes direct assessments, indirect assessments and data analysis designed to assist the IEP Team to identify and define the problem behavior in concrete terms, identify the contextual factors (including affective and cognitive factors) that contribute to the behavior, and formulate a hypothesis regarding the general conditions under which a behavior usually occurs and the probable consequences that maintain the behavior. Formal documentation of the assessment by appropriately qualified individuals becomes part of the child’s educational record and is provided to the IEP team. http://www.maine.gov/doe/specialed/laws/chapter101.pdfhttp://www.maine.gov/doe/specialed/laws/chapter101.pdf (sec.11, p.6)

22. In Maine, FBAs may be completed by: BCBAs, BCaBAs, regular classroom teachers, special education teachers, school counselor or social worker, a behavior strategist, school psychologist or school administrator.

23. Step 3: Identify the Replacement Behavior What is the most appropriate means of communication? Involve your SLP (signs, symbols, words, gestures, pointing, pictures, AAC) How easy is it to teach? How accessible is it? How easily understood by others?

24. Step 4: Collect Data

25. “Without data, you are just another person with an opinion.” -Andreas Schleicher

26. Step 5: Create opportunities for the behavior to occur

27. Step 6: Plan opportunities to generalize Plan for opportunities so that the learner can practice the replacement behaviors in multiple settings and with multiple people

28. Step 7: Prompt use of Replacement Behavior The goal is “errorless learning” – Reinforce EACH TIME the replacement behavior is used instead of the problem behavior….you will fade the reinforcement once the skill is obtained

29. Step 8: DO NOT Reinforce Challenging Behavior (It will get worse before it gets better……)

31. A + Old B ≠ C

32. Step 9: Provide Reinforcement It is crucial that all communicative partners consistently provide immediate reinforcement in response to the replacement behavior

33. A + New B = C

35. Step 10: Shape the Response

36. Step 11: Fade Prompts

37. Step 12: Progressively Delay Reinforcement Increase time between the replacement behavior and the reinforcement Decrease the intensity of the reinforcement Decrease the quality Decrease the quantity

38. Step 13: Monitor Progress Use data to determine whether independent use of skills generalizes across environment and communicative partners.

39. THANK YOU FOR ATTENDING!!