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

Erik Drasgow, James W. Halle, Michaelene M. Ostrosky, Heidi M. Harbers

Research output: Contribution to journalArticle

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.

Original languageEnglish (US)
Pages (from-to)500-521
Number of pages22
JournalTopics in Early Childhood Special Education
Volume16
Issue number4
DOIs
StatePublished - Oct 1996

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health

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