Why Functional Communication Is Essential

Importance of Functional Communication

Functional communication plays a vital role in the lives of individuals, particularly those with speech and language delays, including autism. It refers to basic communication skills that help individuals express their wants and needs, such as saying "I want that" or "I need to use the bathroom".

Understanding functional communication is essential because it provides individuals with an alternative means of expressing themselves. For children, especially those with significant language impairments, functional communication skills are crucial for reducing frustration and improving overall communication effectiveness.

Developing functional communication skills at an early age is critical. Children with speech and language delays may continue to work on obtaining functional communication skills even as they grow older. By addressing these skills early on, professionals such as speech-language pathologists can help individuals, especially children, improve their ability to express their basic wants and needs effectively.

Functional communication can be achieved using various means of communication, depending on the individual's needs and abilities. These can include gestures, sign language, the Picture Exchange Communication System (PECS), communication boards, voice-output devices, and spoken speech. These alternative methods of expression empower non-speaking children to effectively communicate their basic wants and needs.

It is important to note that research indicates that augmentative and alternative communication (AAC) interventions do not inhibit speech production; instead, AAC may actually support speech production. This emphasizes the significance of using alternative means of communication to enhance overall communication skills [1].

By recognizing the importance of functional communication and implementing strategies to support its development, individuals with speech and language delays, including those with autism, can improve their ability to express themselves, enhance their overall communication skills, and effectively navigate their daily lives.

Implementing Functional Communication Goals

Functional communication goals play a crucial role in promoting effective communication for individuals with autism. By implementing evidence-based practices (EBPs), caregivers and educators can help individuals develop the necessary skills to express their wants, needs, and engage in social interactions.

Evidence-Based Practices

Implementing evidence-based practices is essential for improving outcomes for individuals with autism. Two federal laws, the Every Student Succeeds Act (ESSA) and the Individuals with Disabilities Education Act (IDEA '04), mandate the use of evidence-based academic and behavioral practices and programs to support children with autism. The National Professional Development Center on Autism Spectrum Disorder has identified 27 evidence-based practices for improving outcomes for students with ASD.

Selecting Effective EBPs

Selecting the most effective evidence-based practice for an individual with autism involves considering the target behavior, identifying which EBPs can address the behavior, and evaluating the match between the EBP and the individual's needs and capabilities. It is important to choose an EBP that is likely to be effective for the specific individual and their unique communication challenges.

To determine the most suitable EBP, caregivers and educators should collaborate with professionals experienced in working with individuals with autism. They can provide guidance in selecting the appropriate evidence-based practice based on the individual's strengths, preferences, and communication goals. It's important to remember that every individual is unique, and what works for one person may not work for another.

Thus, a personalized and individualized approach is crucial in selecting the most effective EBP.

By implementing evidence-based practices and selecting the most appropriate EBP for an individual with autism, caregivers and educators can foster functional communication skills and support individuals in effectively expressing themselves, promoting inclusion, and reducing the risk of social isolation and bullying.

Functional Communication Training (FCT)

Functional Communication Training (FCT) is a highly effective approach in teaching individuals with autism and other developmental disabilities to replace problem behaviors with functional communication skills. FCT utilizes a differential reinforcement procedure, where individuals are taught an alternative response that results in the same class of reinforcement as the problem behavior [4].

Differential Reinforcement

In FCT, differential reinforcement is a key component of the intervention. It involves reinforcing the desired communication response while withholding reinforcement for problem behaviors. The alternative response taught through FCT should be a recognizable form of communication, such as vocalization or manual sign, that enables individuals to effectively express their needs and wants.

The initial teaching of the communicative response in FCT often starts with a continuous reinforcement schedule, where reinforcement is provided consistently after the desired response. However, to promote generalization and independence, it is important to gradually transition from continuous reinforcement to intermittent or delayed reinforcement, which better reflects natural conditions.

Procedures have been developed to systematically thin the reinforcement schedule, ensuring that treatment gains are maintained even with less frequent reinforcement delivery.

Communication Response Form

In FCT, the choice of communication response form is tailored to the individual's abilities and needs. The goal is to identify a form of communication that is functional, accessible, and easily understood by both the individual and their communication partners. This can include vocalizations, signs, gestures, picture exchange systems, or augmentative and alternative communication (AAC) devices.

By teaching individuals with autism functional communication skills, FCT aims to reduce problem behaviors and promote effective communication as an alternative means of expressing their needs and desires. The effectiveness of FCT is dependent on the communicative response competing with problem behavior for reinforcement.

This approach has been successful in addressing a wide range of problem behaviors, including aggression, self-injury, disruptions, and inappropriate communicative behaviors.

Implementing FCT requires careful assessment, individualized goal setting, and ongoing monitoring of progress. It is recommended to work with professionals, such as behavior analysts or speech therapists, who have experience and expertise in functional communication training. Additionally, involving caregivers and maintaining consistency across environments further supports the development and generalization of functional communication skills.

Strategies for Effective FCT

To ensure the success of Functional Communication Training (FCT), it is important to implement effective strategies. Two key strategies for effective FCT are conducting a functional analysis and progressing through FCT interventions.

Conducting a Functional Analysis

The first step in implementing FCT is to conduct a functional analysis. This involves identifying the environmental events that maintain problem behavior. By understanding the underlying factors that contribute to the behavior, interventions can be tailored to address the specific needs of the individual.

Conducting a functional analysis before implementing FCT is crucial as it allows for the accurate identification of the maintaining reinforcers. This process helps determine the functions served by problem behavior, such as escape, attention-seeking, or access to preferred items or activities. A functional analysis can be conducted through direct observation, interviews with caregivers, and analyzing data to identify patterns and triggers.

By gaining a comprehensive understanding of the function served by problem behavior, interventions can be designed to replace the problem behavior with appropriate communication skills. This sets the foundation for effective FCT implementation.

Progression of FCT Interventions

FCT interventions progress through three stages: conducting a functional analysis, strengthening a socially-acceptable communicative response, and extending the treatment across settings and caregivers. Each stage plays a crucial role in the overall success of FCT.

• Conducting a Functional Analysis: As mentioned earlier, this stage involves identifying the environmental events maintaining problem behavior. It helps determine the specific reinforcers that motivate the problem behavior and guides the selection of appropriate replacement behaviors.
• Strengthening a Socially-Acceptable Communicative Response: This stage focuses on teaching and reinforcing alternative communication skills. By providing individuals with autism with functional communication alternatives to problem behavior, they can effectively express their needs and wants. This stage involves teaching communication strategies, such as using picture cards, sign language, or augmentative and alternative communication (AAC) devices.
• Extending the Treatment Across Settings and Caregivers: The final stage of FCT involves generalizing the learned communication skills across various settings and with different caregivers. Generalization promotes the consistent use of these skills beyond the therapeutic setting, enabling individuals with autism to effectively communicate in their everyday lives. Caregivers play a crucial role in supporting and reinforcing the use of these communication skills outside of therapy sessions.

By progressing through these stages, FCT interventions can be tailored to the individual needs of people with autism. This approach maximizes the effectiveness of communication training and enhances the overall functional communication abilities of individuals with autism.

Implementing strategies such as conducting a functional analysis and progressing through FCT interventions can greatly contribute to the success of functional communication goals for individuals with autism. These strategies provide a comprehensive framework for addressing problem behaviors and promoting effective communication skills.

Personalizing Communication Goals

When it comes to functional communication goals for individuals with autism, a personalized approach is essential. Every person with autism has unique needs and challenges, and tailoring communication goals to address these specific aspects can greatly enhance their ability to effectively communicate and interact with others.

Tailoring to Individual Needs

To promote functional independence and achieve individualized outcomes, functional communication goals should be personalized. This involves identifying the specific communication challenges faced by the individual and developing strategies to address them. Goals may vary based on factors such as the individual's age, cognitive abilities, language skills, and social environment.

One effective approach is to categorize communication goals based on different settings, such as safety, school, workplace, social, and community. This allows for a comprehensive and targeted approach to communication development.

For example, goals related to safety may focus on teaching the individual to communicate their basic needs and emergency situations, while goals related to the school setting may target communication skills necessary for classroom participation and social interactions.

By tailoring goals to individual needs, it becomes possible to create a personalized plan that considers the unique strengths and challenges of the individual with autism. This approach maximizes the effectiveness of interventions and supports the development of functional communication skills.

Categorizing Based on Settings

Categorizing communication goals based on different settings helps to provide a structured framework for intervention. Each setting may require specific communication skills and strategies. By categorizing goals, professionals and caregivers can prioritize and target the areas that are most important for the individual's functional communication.

For example, in the school setting, communication goals may include:

• Initiating and maintaining conversations with peers and teachers
• Following instructions and participating in classroom activities
• Asking for help or clarification when needed
• Advocating for one's own needs and preferences

On the other hand, goals related to social settings may focus on:

• Understanding nonverbal cues and social norms
• Engaging in turn-taking and joint activities
• Initiating and responding to greetings and small talk
• Expressing personal opinions and feelings

By categorizing goals based on settings, professionals and caregivers can create a targeted plan that addresses the specific communication needs in different contexts of the individual's life. This approach ensures that functional communication skills are developed in a practical and meaningful way.

Personalizing communication goals for individuals with autism is crucial in supporting their communication development. By tailoring goals to individual needs and categorizing them based on settings, professionals and caregivers can create effective intervention plans that empower individuals with autism to communicate effectively and participate more fully in their daily lives.

Family involvement is also crucial in supporting and reinforcing communication goals, as parents and caregivers play a vital role in the implementation of strategies and ongoing support.

Supporting Functional Communication

When it comes to supporting functional communication, there are various strategies and techniques that can be employed. Two important aspects to consider are speech therapy techniques and the involvement of caregivers.

Speech Therapy Techniques

Functional communication is best addressed by a certified speech-language pathologist. These professionals specialize in helping individuals, especially children, improve their communication skills, including functional communication. They employ a range of evidence-based practices tailored to the individual's needs.

Different means of communication can be used to facilitate functional communication in non-speaking individuals. These can include gestures, sign language, picture exchange communication system (PECS), communication boards, voice-output devices, and spoken speech. These methods are arranged hierarchically, with simpler methods at the top and more sophisticated methods at the bottom. This allows individuals to effectively communicate their basic wants and needs [1].

Augmentative and alternative communication (AAC) interventions are also effective in supporting functional communication. Research indicates that AAC methods, such as using picture exchange systems or voice-output devices, do not inhibit speech production. Instead, AAC may support speech production and help children with speech and language delays communicate effectively. AAC methods can eventually lead to improved speech production.

Involvement of Caregivers

Family involvement plays a crucial role in supporting individuals with autism in their communication goals. Parents and caregivers provide essential insights into the individual's needs and collaborate with professionals to create personalized care plans. They also play a vital role in implementing strategies learned during therapy sessions and serving as advocates and facilitators for effective communication development.

By actively involving caregivers, individuals with autism receive consistent support and reinforcement outside of therapy sessions. Caregivers can help generalize communication skills across various settings, ensuring that functional communication becomes a part of the individual's daily life. Their involvement helps create a supportive environment that promotes effective communication and fosters social interactions.

The combined efforts of speech therapy techniques and the involvement of caregivers greatly contribute to the development and maintenance of functional communication skills. By implementing these strategies, individuals with autism can enhance their ability to express wants, needs, and socialize with others. This promotes inclusion, reduces the risk of social isolation, and helps individuals thrive in various social environments.

References

[1]: https://www.speechandlanguagekids.com/functional-communication/

‍[2]: https://iris.peabody.vanderbilt.edu/module/asd2/cresource/q1/p02/

‍[3]: https://www.goldstarrehab.com/parent-resources/functional-communication-goals-for-autism

‍[4]: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2846575/