THE ABCS OF FCT Targeting Language Acquisition From a Behavioral Perspective Elizabeth (Betsey)...
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THE ABCS OF FCT Targeting Language Acquisition From a Behavioral Perspective Elizabeth (Betsey) Davis, MA, CCC-SLP, BCBA; Eric Campelll, MS, BCBA [email protected]@spurwink.org;
THE ABCS OF FCT Targeting Language Acquisition From a
Behavioral Perspective Elizabeth (Betsey) Davis, MA, CCC-SLP, BCBA;
Eric Campelll, MS, BCBA [email protected]@spurwink.org;
[email protected]@spurwink.org Saturday, March 14th,
2015
Slide 3
What is FCT? Functional Communication Training (Carr and Durand
1985) is an evidence-based treatment approach that teaches
individuals to communicate for a reason.a function
Slide 4
Slide 5
If the reason for challenging behavior is communicationWTF? We
can identify the function of the behavior and teach the individual
a different way to communicate so that the same outcome is
achieved
Slide 6
Common Functions of Behavior Everybody E.A.T.S Escape,
Attention, Tangible, Sensory
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Escape/Avoidance
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Attention
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Tangible/Access
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Sensory
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What is the Function? Escape removal of food Attention adults
interacts/gets spoon Access adult offers another choice Sensory
likes sound, sight, mess
Slide 12
A B - C A Antecedent: what is happening in the environment that
leads to the occurrence of the behavior? B Behavior: what exactly
is the behavior that occurs? What does it look like/sound like/feel
like/how long does it last? C Consequence: what happens in the
environment immediately following the behavior
Slide 13
Example: A Child sees candy at checkout counter In the past,
child has received candy at store B Child screams, yells and
reaches for candy Full-blown tantrum begins C Child is causing a
scene Child is given candy Tantrum stops
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We Have Choices! Change (manipulate) the A or B + C Antecedent
manipulation choose no candy lane Behavior change (FCT) only new
(replacement behavior) will result in access Consequence change
tantrum will not result in access
Slide 16
If you choose FCT the key to success is providing immediate
access to the desired consequence each time the individual
communicates the new/desired behavior and not provide access if the
problem behavior occurs.
Slide 17
Functional Communication Training In 13 Steps.
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Step 1: What is the Behavior? Is it a Problem? Ask, Is
intervention warranted? Does this behavior negatively impact the
individuals (or anothers): Safety? Independence? Relationships?
Learning?
Slide 19
Step 2: Complete a Functional Behavior Assessment (FBA) Why is
this person engaging in this behavior, in this setting, at this
time? Gordon Paul (1967)
Slide 20
A Functional Behavior Assessment (FBA) is a process that
identifies specific target behavior, the purpose of the behavior,
and what factors maintain the behavior that is interfering with the
student's functioning.
Slide 21
Maine Special Education Regulations,Chapter 101, Section 11, p.
6 Functional Behavioral Assessment. Functional behavioral
assessment means a school-based process used by the Individualized
Education Program (IEP) Team, which includes the parent and, as
appropriate, the child, to determine why a child engages in
challenging behaviors and how the behavior relates to the childs
environment. The term includes direct assessments, indirect
assessments and data analysis designed to assist the IEP Team to
identify and define the problem behavior in concrete terms,
identify the contextual factors (including affective and cognitive
factors) that contribute to the behavior, and formulate a
hypothesis regarding the general conditions under which a behavior
usually occurs and the probable consequences that maintain the
behavior. Formal documentation of the assessment by appropriately
qualified individuals becomes part of the childs educational record
and is provided to the IEP team.
http://www.maine.gov/doe/specialed/laws/chapter101.pdfhttp://www.maine.gov/doe/specialed/laws/chapter101.pdf
(sec.11, p.6)
Slide 22
In Maine, FBAs may be completed by: BCBAs, BCaBAs, regular
classroom teachers, special education teachers, school counselor or
social worker, a behavior strategist, school psychologist or school
administrator.
Slide 23
Step 3: Identify the Replacement Behavior What is the most
appropriate means of communication? Involve your SLP (signs,
symbols, words, gestures, pointing, pictures, AAC) How easy is it
to teach? How accessible is it? How easily understood by
others?
Slide 24
Step 4: Collect Data
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Without data, you are just another person with an opinion.
-Andreas Schleicher
Slide 26
Step 5: Create opportunities for the behavior to occur
Slide 27
Step 6: Plan opportunities to generalize Plan for opportunities
so that the learner can practice the replacement behaviors in
multiple settings and with multiple people
Slide 28
Step 7: Prompt use of Replacement Behavior The goal is
errorless learning Reinforce EACH TIME the replacement behavior is
used instead of the problem behavior.you will fade the
reinforcement once the skill is obtained
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Step 8: DO NOT Reinforce Challenging Behavior (It will get
worse before it gets better)
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A + Old B C
Slide 32
Step 9: Provide Reinforcement It is crucial that all
communicative partners consistently provide immediate reinforcement
in response to the replacement behavior
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A + New B = C
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Step 10: Shape the Response
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Step 11: Fade Prompts
Slide 37
Step 12: Progressively Delay Reinforcement Increase time
between the replacement behavior and the reinforcement Decrease the
intensity of the reinforcement Decrease the quality Decrease the
quantity
Slide 38
Step 13: Monitor Progress Use data to determine whether
independent use of skills generalizes across environment and
communicative partners.