The Effects of a Functional Communication Training Intervention on a 4-year-old girl with Autism
Faculty Sponsor
Jennifer Neyman, Gonzaga University
Research Project Abstract
This study’s purpose evaluated the effectiveness of Functional Communication Training (FCT) using a Picture Exchange Communication System (PECS) to decrease inappropriate behaviors and increase verbal communication for a four-year-old girl with autism in a special education preschool setting. Event recording in a reversal design assessed the participant’s number of inappropriate behaviors, such as tantrums, and appropriate communication comments. FCT consisted of the researcher fading prompts to teach the participant how to replace her inappropriate behaviors with her appropriately taking a “breathe” as means to ask for a break. PECS involved the participant handing the “breathe” picture to the researcher to communicate a break. During baseline the participant showed high numbers of inappropriate behaviors that disrupted the learning environment and no communication. Once implemented, FCT using PECS showed a decrease in inappropriate behaviors and an increase in verbal communication. The intervention was highly effective and could be generalized across multiple settings.
Session Number
PS1
Location
Graves Gym
Abstract Number
PS1-f
The Effects of a Functional Communication Training Intervention on a 4-year-old girl with Autism
Graves Gym
This study’s purpose evaluated the effectiveness of Functional Communication Training (FCT) using a Picture Exchange Communication System (PECS) to decrease inappropriate behaviors and increase verbal communication for a four-year-old girl with autism in a special education preschool setting. Event recording in a reversal design assessed the participant’s number of inappropriate behaviors, such as tantrums, and appropriate communication comments. FCT consisted of the researcher fading prompts to teach the participant how to replace her inappropriate behaviors with her appropriately taking a “breathe” as means to ask for a break. PECS involved the participant handing the “breathe” picture to the researcher to communicate a break. During baseline the participant showed high numbers of inappropriate behaviors that disrupted the learning environment and no communication. Once implemented, FCT using PECS showed a decrease in inappropriate behaviors and an increase in verbal communication. The intervention was highly effective and could be generalized across multiple settings.
