International Journal of English and Education THE EFFECTS OF USING FUNCTIONAL COMMUNICATION TRAINING AND VERBAL IMITATION TO TEACH TWO PRESCHOOL STUDENTS WITH DEVELOPMENTAL DELAYS THE WORD " HELP " (original) (raw)
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Functional communication has had many positive effects on children; this article will be mostly on how effective FCT is with students with autism. FCT is a treatment that can replace aberrant behaviors with a positive form of communication and that will eventually eliminate or reduce most aberrant behavior. Electronic and manual searches were conducted in Psych Info, ERIC, Web of Knowledge, as well as the reference sections of the materials that were located. The overall outcomes in this brief review indicated the FCT is an effective intervention strategy for students with autism.
Teaching Young Children with Autism To Talk
Seminars in Speech and Language, 2006
Frequent functional spoken communication is a common goal for young children with autism. We propose that the number of different nonimitative, referential, conventional, and communicative words used in a language sample is a reasonable measure of the behavior we wish to increase in such children. We review our own and others' studies focusing on young (i.e., 2 to 3 years old) children with autism to provide a rationale for including object play and nonverbal communication as potentially important treatment goals. Children who are not yet fluent in object play and nonverbal communication may need to improve these skills to facilitate the implementation and uptake of direct language therapy. Past research has shown that object play, nonverbal communication, and useful speech all are influenced by various types of interventions in young children with autism.
Interventions to Improve Communication in Autism
Child and Adolescent Psychiatric Clinics of North America, 2008
It is clear that children with autism benefit from intensive, early intervention that focuses on increasing the frequency, form, and function of communicative acts. Intervention methods that draw from a range of philosophies and make use of varying degrees of adult direction have been shown to be effective in increasing language and communicative behaviors, although direct comparisons among methods, controlled studies with random assignment to treatments, and long-term outcome studies are, as yet, lacking. Available evidence shows that highly structured behavioral methods have important positive consequences for these children, particularly in eliciting first words. However, the limitation of these methods in maintenance and generalization of skills suggests that many children with autism will need to have these methods supplemented with less adult-directed activities to increase communicative initiation and to carry over learned skills to new settings and communication partners. A review of programs aimed at language development in high functioning children with ASD points out the importance of thinking beyond words and sentences to the social functions of communication and language use when developing interventions. Although a range of adult-mediated programs are reviewed here, providing opportunities for mediated peer interactions with trained peers in natural settings appears to be especially important in maximizing the effects of this intervention. Communication deficits are one of the core symptoms of Autism Spectrum Disorders (ASD). People with ASD can be slow to begin talking, or may not learn to talk at all; others may learn to produce words and sentences but have difficulty using them effectively to accomplish social interactive goals. Milestones in language and communication play major roles at almost every point in development for diagnosing and understanding autism. Most parents of autistic children first begin to be concerned about their child's development because of early delays or regressions in the development of speech [1]. Functional language use by school age has been shown to be related to better long-term outcomes in autism [2], [3]. Fluency and flexibility of expressive language are key components of the distinction between "high-functioning" and "low functioning" autism in school age or adolescence [4]. A history of language delay can be particularly crucial in differentiating autism from other psychiatric disorders in highfunctioning adults[5]. Because of the centrality of communicative deficits in the expression of ASD, the amelioration of communication problems in children with this syndrome is one of the most important areas of educational service. The present discussion of intervention for communication disorders in ASD will be divided into two broad sections; one will discuss the development of early,
Research in Autism Spectrum Disorders, 2008
The purpose of this study was to examine the effects of Functional Communication Training (FCT) and a Voice Output Communication Aid (VOCA) on the challenging behavior and language development of a 4year-old girl with autism spectrum disorder. The participant's mother implemented modified functional analysis (FA) and intervention procedures in Kerri's home. A multiple probe design across activities was used to analyze intervention effectiveness. FCT with a VOCA successfully decreased Kerri's challenging behavior and increased VOCA use. A secondary analysis revealed that Kerri increased her use of correct pronouns. Kerri's mother implemented modified FA and intervention procedures with a high level of fidelity. Social validity data indicated that Kerri's mother believed the intervention to be acceptable and effective. # National Research Council (2001) noted that children with autism spectrum disorders (ASD) experience delays in social interaction, language and communication delays, and increased rates of maladaptive or challenging behaviors. Functional Communication Training (FCT) has been used for children with ASD to address challenging behaviors . During FCT, the individual has been taught to use an appropriate communication response in lieu of challenging behavior . Studies have shown that FCT reduces
Functional Communication Training for Autism: An Italian Case Study
2020
Challenging behaviours represent a common issue amongst people with Autism Spectrum Disorders (ASD). As a result, such behaviours can significantly interfere with learning processes and both the individual and their caregiver’s quality of life. To implement a procedure that eliminates or reduces CB, a wide range of techniques can be utilised. Although there seems to be consensus regarding the need to reduce and eliminate CB, it is nonetheless important to implement an intervention which replaces the target behaviour with a socially acceptable alternative behavior through reinforcement. The present study has been realised with the intention of replicating a Functional Communication Training procedure (FCT; [1]). In practice, the intention was to apply the procedure to a four-year old boy with autism, with the aim of reducing CB, improving his relationship with his caregivers and increasing compliance times with the adult’s requests. The results demonstrate a significant reduction of ...
Persons with autism spectrum disorder (ASD) often display difficulties interacting with their peers and care providers. In fact, social deficits are an essential diagnostic feature of ASD. Functional Communication Training (FCT) is one of the most common and effective treatments for communication and behavioral needs of children with developmental disabilities. Its application to children with ASD is robust. An essential feature of FCT is that it has been shown to result in generalized effects. That is, positive social interactive behaviors have been shown to increase in occurrence. The essential feature of FCT is that differential reinforcement contingencies are applied to increase a desired social response if problem behaviors are placed on an extinction schedule. Specifically, more appropriate forms of communication are consequated using identified functional reinforcers. To date, there are several treatments to increase social behaviors in children with ASD, which utilize differential reinforcement as an essential component including picture exchange communication system (PECS), pivotal response therapy (PRT) and FCT. In addition, there are a number of procedures that, although commonly used, lack empirical support in the recent literature. The purpose of this review is to examine the treatment effectiveness of differential reinforcement based treatments designed to increase communication and social skills of children with ASD. In addition, we will provide a review of two commonly used procedures, Relationship Development Intervention (RDI) and DIR/Floortime™ that lack empirical support in the recent literature. Nevertheless, due to their widespread use, the utility of the application procedures will be discussed.
Journal of Autism and Developmental Disorders, 2006
This single subject design study examined two models of speech-language intervention: Denver Model (which merges behavioral, developmental, and relationship-oriented intervention), and PROMPT (a neuro-developmental approach for speech production disorders). Ten young, nonverbal children with autism were matched in pairs and randomized to treatment. They received 12 one-hour weekly sessions of therapy and daily one-hour home intervention delivered by parents. Fidelity criteria were maintained throughout. Eight of the 10 children used 5 or more novel, functional words spontaneously and spoke multiple times per hour by the conclusion of treatment. There were no differences in acquired language skills by intervention group. Initial characteristics of the best responders were mild to moderate symptoms of autism, better motor imitation skills, and emerging joint attention skills.
2011
This investigation examined and compared language training methods used in educational settings to promote the acquisition of communicative behavior by a 4-year-old boy with autism. The language training methods under investigation included two types of behavioral interventions and two types of modified developmental interventions. Each procedure was implemented during seven 3-minute sessions distributed evenly over an eight day period. The sequence of session types on any given day was based on random assignment. A within subject alternating treatment design was used to identify procedures that evoked and maintained new vocal verbal behaviors. Results suggest that brief behavioral sessions can produce new vocal responding and that the effectiveness of brief developmental procedures requires further study.
Teaching Children with Autism to Communicate
Whilst possibly obsolete in other areas, the present paper shows behaviourism has found a niche in teaching children with autism to communicate. The paper compares two of the main behaviourist methodologies used to teach children with autism language: the Lovaas (1981) approach, and the VB (Verbal Behaviour) approach, which is based on the work of Skinner (1957). The VB approach is much more recent in the field of teaching children with autism to communicate. The VB approach is shown to be superior to the Lovaas (1981) approach, both in terms of teaching context and teaching methodology.