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.

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.

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.

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.

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.