Teachers are constantly dealing with behavior issues in the classroom, and this can be particularly difficult when working with students with ASD who experience challenges with language and communication. General educators, paraprofessionals, support staff, and administrators may not have a strong working knowledge of functional communication training (FCT) and how it can be used in both academic and non-academic environments to assist students with ASD in overcoming challenges related to language and communication. As an autism specialist, you may be called upon to explain the benefits of FCT and provide examples of how it can be applied with students with ASD so they can demonstrate positive communication behaviors and better have their needs met.
Imagine you are facilitating a professional learning community session or activity intended to increase awareness about the steps and strategies associated with FCT. Design a deliverable of your choice (handout, digital presentation, etc.) that could be used to inform other educators about the best practices for implementing FCT with students with ASD to help them overcome language and communication challenges and communicate their wants and needs more effectively using the desired replacement behavior. Ideally, this session or activity will be something you can apply in your future practice as an autism specialist.
The deliverable should address the following:
Define FCT and provide examples of how it can be applied in structured and unstructured academic environments and non-academic environments.
Summarize common language and communication challenges faced by students with ASD and the importance of demonstrating empathy, tolerance, and sensitivity when addressing these challenges. Include a discussion about the effects these language and communication challenges can have on teachers, students with ASD, their classroom peers, and their families. Use specific examples to support these ideas and illustrate the value of FCT.
Explain the steps in executing FCT including identification of the current behavior and desired replacement behavior.
Identify various AAC supports and strategies that could be used to elicit the desired behavior such as verbal communication, signing, pictures, communication devices, etc.
Explain the steps used to assess whether a particular support/strategy is effective in creating the desired replacement behavior.
Discuss the timelines related to implementing various FCT supports/strategies and explain the role of trial and error in determining which supports are most effective for students across environments.
Explain why it is important for all members of the IEP team to collaborate in the implementation of FCT. Include a specific discussion about the importance of parent/guardian and student involvement in the process as it relates to creating carryover behavior for students with ASD.
Support the assignment with a minimum of three scholarly resources.
