What Is Functional Communication Training?
Functional communication training (FCT) is one of the most well-researched and widely used interventions in applied behavior analysis. Developed by Carr and Durand in 1985, FCT involves teaching an individual a communicative response that serves the same function as the problem behavior. By providing a more efficient and socially appropriate way to access reinforcement, FCT reduces the motivation to engage in challenging behavior.
FCT is considered a differential reinforcement procedure because it reinforces a communicative alternative while placing the problem behavior on extinction. Research has consistently demonstrated that FCT is effective across populations, settings, and functions of behavior, making it a go-to intervention for BCBAs working with individuals who display problem behavior maintained by social reinforcement.
Step 1: Conduct a Functional Behavior Assessment
Before implementing FCT, you must first identify the function of the problem behavior through a functional behavior assessment (FBA). FCT will not be effective if the replacement behavior does not match the function of the target behavior. For example, if a child engages in aggression to escape task demands, teaching the child to request a preferred item will not reduce aggression because the replacement does not address the escape function.
Your FBA should include indirect assessments (interviews, rating scales), descriptive assessments (ABC data collection), and ideally a functional analysis. The functional analysis provides the most reliable identification of the maintaining variable and is considered the gold standard for identifying behavioral function.
Common Functions Addressed by FCT
- Social positive reinforcement (attention) - The individual engages in problem behavior to gain attention from others
- Social positive reinforcement (tangible) - The individual engages in problem behavior to access preferred items or activities
- Social negative reinforcement (escape) - The individual engages in problem behavior to avoid or terminate aversive tasks or situations
- Automatic reinforcement - FCT is generally not appropriate when behavior is maintained by automatic reinforcement, though some researchers have explored sensory alternatives
Step 2: Select an Appropriate Communication Response
Choosing the right mand (request) is critical to the success of FCT. The communication response must be easy for the individual to emit, recognized by communication partners across settings, and more efficient than the problem behavior. Consider the following factors when selecting a response:
Response Effort
The replacement behavior must require less effort than the problem behavior. If the communicative response is more difficult to emit than the challenging behavior, the individual will continue using the problem behavior because it is the more efficient option. Start with a simple response and increase complexity later if needed.
Response Modality
Select a modality that matches the individual's current skill level. Options include vocal speech, picture exchange (PECS), sign language, speech-generating devices, or simple gestures like card exchanges. For individuals with limited vocal repertoires, augmentative and alternative communication (AAC) systems may be the best starting point.
Social Recognition
The communicative response must be recognized by others in the natural environment. If caregivers, teachers, and peers cannot identify and respond to the communication attempt, the response will not be reinforced consistently in natural settings, reducing the likelihood of maintenance and generalization.
Step 3: Teach the Communication Response
Teaching the mand typically begins in a structured, controlled environment where you can ensure high rates of reinforcement. Use a most-to-least prompting hierarchy to teach the individual to emit the communicative response in the presence of the establishing operation (EO) for the target reinforcer.
For attention-maintained behavior, contrive situations where the individual is without attention, then prompt the communicative response (for example, "Can I have attention, please?" or exchanging a card) and immediately deliver attention. For escape-maintained behavior, present the aversive task, prompt the request for a break, and immediately allow a brief break from the task.
Initial Training Phase
During the initial phase, reinforce every instance of the communicative response immediately (continuous reinforcement on a fixed-ratio 1 schedule). Simultaneously, place the problem behavior on extinction. This combination is essential because if the problem behavior continues to produce reinforcement, there is no reason for the individual to switch to the communicative alternative.
Step 4: Thin the Schedule of Reinforcement
One of the most common challenges with FCT is that the communicative response can occur at very high rates initially. An individual who learns to request a break may request breaks every 30 seconds, making it impossible to complete instructional activities. Schedule thinning is the process of gradually increasing the delay between the communicative response and reinforcer delivery.
Multiple schedule thinning involves using discriminative stimuli (such as colored cards) to signal when reinforcement is and is not available. When the green card is present, requests are honored. When the red card is present, requests are acknowledged but reinforcement is delayed. Over time, the duration of the red card (reinforcement unavailable) periods is gradually increased.
Chain schedule thinning involves requiring the individual to complete increasing amounts of work before the communicative response is honored. For escape-maintained behavior, this might mean the individual must complete two problems before requesting a break, then three, then five, and so on.
Step 5: Program for Generalization and Maintenance
FCT outcomes must generalize across people, settings, and stimuli to be truly meaningful. Train across multiple communication partners from the start. Teach caregivers and teachers to prompt and reinforce the communicative response consistently. Practice in multiple environments, not just the therapy room.
Monitor treatment integrity closely, as FCT is particularly sensitive to procedural fidelity. If communication partners occasionally reinforce the problem behavior or fail to reinforce the communicative response, treatment gains can deteriorate rapidly. Provide ongoing training and support to all individuals who interact with the client.
Common Pitfalls to Avoid
- Skipping the functional assessment - Without knowing the function, FCT targets the wrong replacement behavior
- Choosing a response that is too complex - Start simple and build complexity over time
- Not implementing extinction for the problem behavior - FCT without extinction is significantly less effective
- Thinning the schedule too quickly - Rapid thinning can lead to resurgence of the problem behavior
- Failing to train communication partners - Inconsistent implementation across people undermines generalization
Why FCT Matters for the BCBA Exam
FCT is one of the most frequently tested topics on the BCBA exam. You should be prepared to identify when FCT is appropriate, select an appropriate communicative response based on the function of behavior, describe how to implement the procedure, and troubleshoot common problems like resurgence during schedule thinning. Understanding FCT thoroughly will help you answer questions across multiple content areas, including behavior assessment, behavior-change procedures, and ethical practice.