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FCT stands for Functional Communication Training. It is an evidence-based practice used to replace challenging behaviors with more appropriate communication strategies. The focus is to teach a student to use more functional forms of communication (e.g., words, signs, AAC devices) to get their needs and wants met instead of relying on less desirable behaviors (e.g., hitting, tantrums).

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In a structured academic environment, a student might be taught to raise their hand or use a communication card to request a break instead of leaving their seat without permission. In an unstructured environment, such as the playground, FCT may involve teaching the student to use simple phrases or a picture exchange to ask for a turn on the swing.

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FCT Beyond School: Non-Academic Environments

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FCT Beyond School: Non-Academic Environments

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FCT can also be applied at home or in the community. For example, a student might learn to use a visual schedule at home to request favorite activities or use an AAC app at a restaurant to order food. These skills increase independence and quality of life.

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Students with ASD may have difficulty with verbal expression, understanding nonverbal cues, or processing language at the same speed as their peers. These challenges may lead to frustration, withdrawal, or behavioral outbursts when they cannot communicate their needs effectively.

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When addressing communication challenges, it's important to show patience and understanding. Demonstrating empathy helps build trust and encourages positive communication. Avoid assuming misbehavior and look for the underlying communication need instead.

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Effects on teachers, peers, and families

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Effects on teachers, peers, and families

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Language challenges impact not only the student but also their teachers, peers, and families. For instance, a student’s frustration might disrupt classroom activities or cause stress at home. FCT helps everyone by providing alternative ways for the student to express themselves, improving relationships and learning outcomes. Example: Teaching a student to use a 'help' card can reduce classroom disruptions and help peers develop compassion.

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By addressing the root causes of challenging behaviors and teaching effective communication, FCT transforms students’ abilities to interact with the world. It increases independence, lowers frustration, and enhances inclusion in both academic and social settings.

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1. Identify the challenging behavior (e.g., yelling when needing help). 2. Determine the function of the behavior (e.g., trying to get attention). 3. Select a replacement communication behavior (e.g., raising hand or using a help card). 4. Teach and prompt the student to use the new behavior. 5. Reinforce the desired replacement behavior consistently. 6. Fade prompts as independence increases.

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Identifying Current & Replacement Behaviors

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Identifying Current & Replacement Behaviors

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Observe the student to find out what need their behavior is trying to communicate. Collaborate with the student, families, and professionals to decide on a replacement behavior that is appropriate, accessible, and meaningful for the student.

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Model and practice the replacement skill with the student, praise and reward successful attempts, and make the new communication method as effective as the challenging behavior for meeting their needs.

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AAC stands for Augmentative and Alternative Communication. AAC tools support individuals who have difficulty with verbal speech. These include picture boards, speech-generating devices, sign language, and communication apps.

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Some examples of AAC supports:
- PECS (Picture Exchange Communication System)
- Speech-generating devices (like iPad with communication apps)
- Communication boards/cards
- Voice output communication aids (VOCA)
- Sign language
Not all students will need the same AAC support. Choose tools that match the student’s strengths and needs.

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- Use visual supports and cues
- Offer choices through pictures or devices
- Frequent modeling of communication
- Provide immediate and specific reinforcement for attempts
- Collaborate with speech-language pathologists for best results

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"Jaden," 2nd grade, yelled and pushed materials when writing started. Hypothesis: escape from writing. FCT replacement: handing a "help me start" card or using a device to say "Help start". Staff honored within 5 seconds, provided a sentence starter, and a pencil grip. Outbursts dropped, writing output increased, and peers saw a calm routine.

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Track both the problem behavior and the replacement response. Include frequency, duration, intensity, and context.

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Antecedent: what happened right before?

Behavior: what exactly occurred?

Consequence: what happened right after?

Function guess: attention / tangible / escape / sensory.

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Opportunities to request help: ___

Independent “Help” responses: ___

Prompted “Help” responses: ___

Reinforcement delivered within 5 seconds: ___%

Problem behaviors during task: ___ (freq/duration)

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If independent requesting is < 40% after 5 days, increase prompting, simplify the response, or strengthen reinforcer.

If problem behavior does not drop by 30–50% by week 2, re-check function with fresh ABC data.

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Function identified from data

Replacement matches function

Materials ready and accessible

Prompt used and faded

Reinforcement delivered within 5 seconds

Problem behavior not reinforced

Data recorded daily

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Initial FCT teaching starts in high-need or problem settings (e.g., transitions, academic tasks that trigger problem behavior).

Replacement behavior is introduced with high levels of prompting and immediate reinforcement every time (FR1 schedule).

Goal: The Student learns that the new communication is faster and more reliable than the old behavior.

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Replacement behavior is expanded to additional environments (classroom → specials → cafeteria → recess).

Prompts are systematically faded so the student responds more independently.

Reinforcement is thinned (every time → variable schedule).

An ongoing data review ensures that PB decreases and replacement behavior increases.

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FCT skills are generalized to natural settings, community environments, and home.

Supports are gradually reduced or adapted as the student grows (e.g., picture cards → speech or device).

Maintenance checks are scheduled to prevent regression.

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Not all supports work right away. A card, sign, or device might be too complex or not motivating enough.

Motivation changes. A reinforcer that works today (stickers) may not work tomorrow; trialing new reinforcers is ongoing.

Context matters. A strategy successful in math may fail at recess without adjustments.

Trial and error ensures the FCT plan is personalized, prevents frustration, and increases long-term success.

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FCT only works if every adult reinforces the same replacement behavior.

Without collaboration, inconsistent responses confuse the student and can cause problem behaviors to return.

Shared responsibility across the IEP team ensures FCT is reliable and effective.

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Home carryover is essential for generalization.

Parents must be trained to respond consistently to replacement behaviors (e.g., honoring a "help" card at home).

Collaboration reduces family stress and strengthens skill use across school, home, and community.

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Replacement behaviors should be motivating and meaningful to the student.

Involving the student in choosing AAC supports increases ownership and consistency.

Example: If a student prefers a button over a card, honoring that choice increases use.