Using Behavioral Indication and Functional Communication Training to Establish an Initial Sign Repertoire with a Young Child with Severe Disabilities

Abstract

Functional communication training (FCT) has been an effective strategy for replacing challenging behavior with more socially acceptable behavior that serves the same communicative function. In this study, the application of FCT was extended to replacing behavior that was communicative, but not identified as challenging. A within-subject multiple baseline design was used to teach a young girl with severe disabilities six target signs that were functionally equivalent to existing behavior (e.g., leading, reaching). The use of the existing forms served as behavioral indication of motivation for determining appropriate occasions for teaching the new forms, and teaching occurred only in the presence of behavioral indication by the participant. Results showed successful acquisition and discriminated use of the six signs. Implications of these findings are discussed.