Sign In
Not register? Register Now!
You are here: HomeResearch PaperEducation
Pages:
17 pages/≈4675 words
Sources:
20 Sources
Level:
APA
Subject:
Education
Type:
Research Paper
Language:
English (U.S.)
Document:
MS Word
Date:
Total cost:
$ 39.95
Topic:

Using Functional Communication Training to Treat Problem Behaviors (Research Paper Sample)

Instructions:
The task was to review literature on the use of Functional Communication Training in the treatment of problem behavior. source..
Content:
Using Functional Communication Training to Treat Problem Behaviors Name Institution Using Functional Communication Training to Treat Problem Behaviors Introduction to Functional Communication Training The Individuals with Disabilities Act (IDEA) of 1975 mandated that American children and youth ages 3-21 years be provided with free and appropriate public school education. The number of children served under IDEA has increased from 3,694 (8.3% of total enrolment) in 1976-77 to 6,401 (12.9% of the total enrolment) in 2011-12 (National Center for Education Statistics, 2015). In 2011-12, the most common disabilities as per the number of students served were specific learning disabilities (2,303 students), speech or language impairments (1,373 students), autism (455 students), intellectual disability (435 students) developmental delay (393 students), and emotional disturbance (373 students) (National Center for Education Statistics, 2015). Functional communication training (FCT) is among the most widely used interventions to treat interfering behavior observed in individuals with disabilities. It may be defined as “a differential reinforcement (DR) procedure in which an individual is taught an alternative response that results in the same class of reinforcement identified as maintaining problem behavior” (Tiger, Hanley, & Bruzek, 2008, p. 16). Introduced by Carr and Durand (1985), FCT involves placing the problem behavior on extinction because reinforcement is no longer a consequence of problem behavior (Tiger et al., 2008). Problem behavior might serve as a form of communication, since individuals with intellectual disabilities tend to experience difficulties in communicating their wants and desires. A wide variety of events and conditions may influences behavior (Durand, 1990). Some of such events include group density, relocation, lighting conditions, adaptive clothing, social attention, tangible consequences, escape from unpleasant events, and sensory consequences (Durand, 1990). Implementation and Elements of Functional Communication Training Fanzone (2009) identified 13 steps in the implementation of FCT, which relate to the major components of FCT (Tiger et al., 2008). The first step involves the identification of the interfering behavior that is seemingly serving a certain communicative function, and probably being reinforced unknowingly. The unconscious reinforcement of the problem behavior means that the inappropriate behavior will continue to occur. In the first step, the teacher or practitioner may also identify subtle communicative attempts such as grunting, reaching, and leading that might need replacement with more conventional communication form, to serve as the problem behavior (Franzone, 2009). The second step involves the completion of a functional behavioral assessment (FBA). In this step, the teacher or the practitioner develop the hypothesis and establish the function of the inappropriate behavior (Franzone, 2009). The baseline data for the formulation of the hypothesis might be obtained through indirect and direct assessment methods. The information obtained helps in understanding why learners engage in interfering behavior. The assessment also serves to identify the function of the problem behavior. In most cases, interfering behaviors serve three key functions including gaining attention, gaining access to tangible or edible items, and acquisition of automatic sensory stimuli. The baseline data should also be used to identify antecedents and consequences of the inappropriate behavior, as well as frequency and intensity of the inappropriate behavior, and the environmental conditions in which the behavior occurs, including the people interacting with the learner when the behavior is displayed (Franzone, 2009). The third step involves the identification of replacement behavior that could be used as a substitute for the inappropriate behavior. The replacement behavior should serve the same function as the function that the inappropriate behavior serves. The replacement behavior should be learner-appropriate, efficient, acceptable and appropriate for the environmental situation (Franzone, 2009). The fourth step involves the designing and the implementation of functional, meaningful, and useful data collection procedures during the implementation of FCT. The data is intended to be used for the monitoring purposes to determine how the learners progresses and assess the effectiveness of the FCT. The data highlights areas that need improvements and the kind of modifications needed if the learner continues to display inappropriate behavior in a higher frequency than they use the replacement behavior (Franzone, 2009). The fifth step involves manipulation of the learner’s environment to trigger the problem behavior, and then present learners with many opportunities to practice the replacement behavior rather than the problem behavior. Teachers and practitioners should teach learners the replacement behavior within environmental conditions that support expression or use of the problem behavior (Franzone, 2009). The sixth step is concerned with planning opportunities for generalization. This enables learners to use the replacement behaviors in many situations and with many people. This requires teaching the replacement behavior with many communication partners, and across multiple environments (Mancil & Boman, 2010). The seventh step requires teachers and practitioners to prompt learners to practice the replacement behavior. The first prompt should guarantee the practicing of the replacement behavior (Franzone, 2009). The eighth step is concerned with nonuse of reinforcement for the inappropriate behavior. Teachers and practitioners do not reinforce any instance of the inappropriate behavior, whenever it is possible (Franzone, 2009). This places the interfering behavior on extinction (Mancil & Boman, 2010). In regard to subtle communication acts, teachers and practitioners endeavor to make the interfering behavior less efficient in accomplishing its purpose, compared to the efficiency of the replacement behavior (Franzone, 2009). The ninth step is, offering reinforcement. The reinforcement is provided for the replacement behavior. It should be done immediately and consistently, whenever the replacement behavior is used. The tenth step is, shaping the response. Teachers and practitioners concentrate on the shaping of learners’ responses to form complex communication. The teacher or practitioner should initially accept approximations of the replacement behavior. They should reinforce such approximations so as to encourage the production of the replacement behavior, with a view of having the desired replacement behavior (Franzone, 2009). The eleventh step is, fading the use of prompts. The use of prompts is phased out so that learners can practice the replacement behavior more independently (Franzone, 2009). More intrusive prompts are slowly replaced with less intrusive prompts, which in turn are faded (Franzone, 2009). The fading of prompts is done slowly, through the use of pairing and time delay (Mancil & Boman, 2010). The twelfth step is, increasing the time interval between the replacement behavior production and the reinforcement delivery. This time interval is increased slowly, after initially determining the appropriate time interval that the learner can be kept waiting for the reinforcement after they practice the replacement behavior. To achieve waiting, time and distance delays may be used (Mancil & Boman, 2010). The last step is, monitoring the progress of the learner. The teacher or the practitioner collects learner progress data on the use of the replacement behavior in different settings. The data is used to determine the kind of prompting and reinforcement that might be needed to enhance the production and use of the practice behavior (Franzone, 2009). Purpose of the Review FCT involves replacing the problem behavior in individuals with disabilities with more conventional communication forms (Durand, 1991). FCT has been praised as an effective treatment for both communication and challenging behaviors in school children (Tiger et al., 2008). However, FCT may not always be effective in reducing interference behavior and promoting more prosocial behaviors. Particularly, FCT suggests that reinforcement for the replacement behavior be provided immediately and continuously (Austin & Tiger, 2015). This is often impractical, especially when learners request for this reinforcement at extremely high rates. This calls for an understanding on how to implement FCT interventions successfully. In this paper, the purpose is to review previous research on the various ways of enhancing the effectiveness of FCT in the reduction of problem behavior. The review is expected to shed more light on how various aspects of FCT might be enhanced to improve the overall effectiveness of FCT. Description of Search Procedures The search for the studies was conducted in Psychinfo and ERIC databases. The following search terms were used to conduct the search for the studies published from 2012 to 2015: functional communication training, alternative reinforcement, alternative reinforcers, delay fading, reinforcement schedules, differential reinforcement of alternative behavior, and delay to reinforcement. The inclusion criteria were that the articles had to report primary research; described pretreatment FBA; and had a goal of enhancing the effectiveness of FCT. The exclusion criterion was for the studies that were not published in non-English journals. From the search, 27 research articles were identified. After excluding the studies that did not meet the inclusion criteria, 14 studies remained. An additional study was handpicked from outside the time limits in order to have the 15 studies required (see Table 1). Therefore, this review consists of 15 research articles. Results of the Searc...
Get the Whole Paper!
Not exactly what you need?
Do you need a custom essay? Order right now:

Other Topics:

  • Think and Describe Research method and Research Process
    Description: This paper is a literature review of a selected research topic, which is based on describing the methods and methodologies are used to research different aspect...
    8 pages/≈2200 words| 11 Sources | APA | Education | Research Paper |
  • Action Research Project
    Description: Action Research Project Education Research Paper...
    1 page/≈550 words| 6 Sources | APA | Education | Research Paper |
  • Individual Differences in an Educational Context Research
    Description: Educational Context Research: Critically evaluate how research and theory on individual differences has been applied in an educational context...
    8 pages/≈2200 words| 6 Sources | APA | Education | Research Paper |
Need a Custom Essay Written?
First time 15% Discount!