Functional communication training to reduce challenging behavior: maintenance and application in new settings.

Area of Science:

• Behavioral Psychology
• Applied Behavior Analysis
• Special Education

Background:

• Challenging behaviors in students often serve functions like escaping demands or seeking attention.
• Previous interventions have shown varying success in addressing severe challenging behaviors.
• Understanding the maintenance and transfer of intervention effects is crucial for long-term success.

Purpose of the Study:

• To evaluate the effectiveness, maintenance, and transferability of functional communication training (FCT).
• To assess FCT as an intervention for challenging behaviors in three students.
• To identify the maintaining variables for challenging behaviors, such as escape from academic demands and social attention.

Main Methods:

• Utilized a multiple baseline design across three students.
• Assessed challenging behaviors and identified maintaining variables (escape, social attention).
• Taught students alternative communication phrases for assistance-seeking and attention-getting.

Main Results:

• Functional communication training significantly reduced challenging behaviors.
• Intervention effects demonstrated transfer across new tasks, environments, and teachers.
• Results showed maintenance of positive outcomes for 18 to 24 months post-intervention.

Conclusions:

• Functional communication training is an effective intervention for reducing challenging behaviors.
• The study highlights the importance of addressing maintaining variables in intervention design.
• FCT promotes generalization and long-term maintenance of behavioral improvements.