Trial-based functional analysis and functional communication training in an early childhood setting

Area of Science:

• Behavioral Science
• Special Education
• Developmental Psychology

Background:

• Problem behavior is prevalent in early childhood special education settings, impacting learning and development.
• Functional communication training (FCT) shows promise for reducing problem behaviors, but necessitates understanding the behavior's function.
• Identifying the function of problem behavior is crucial for effective intervention.

Purpose of the Study:

• To investigate the efficacy of trial-based functional analysis (FA) in identifying the function of problem behaviors in young children.
• To implement functional communication training (FCT) based on identified behavioral functions.
• To assess the impact of FCT on reducing problem behaviors and increasing communication.

Main Methods:

• Conducted trial-based functional analyses (FAs) with three children in an early childhood special education setting.
• Utilized identified behavioral functions to implement functional communication training (FCT).
• Observed and measured changes in problem behavior and communication frequency.

Main Results:

• Trial-based functional analyses successfully identified the function of problem behavior for all participating children.
• Following FCT implementation, significant reductions in problem behavior were observed.
• Concurrent increases in functional communication were noted in all children.

Conclusions:

• Trial-based functional analysis is an effective method for identifying behavior functions in school settings.
• Functional communication training, informed by FA, is a viable intervention for reducing problem behavior and enhancing communication in early childhood special education.
• This approach supports positive behavioral outcomes and communication development in young learners.