A comparison of existing and novel communication responses used during functional communication training

The team worked with children with autism who hit, screamed, or bit to get things like toys or snacks.

Each child already had a way to ask, such as touching a picture. The study compared keeping that old request with teaching a brand-new one.

Sessions alternated hour by hour so every child tried both ways many times.

Both the old and the new requests dropped problem behavior to almost zero.

Kids picked the new request more often when they could choose. They smiled and moved faster when they used it.

Lambert et al. (2021) added a quick discrimination step after FCT. Kids learned to ask only if the item was really there. That extra step keeps the good results you see here.

Austin et al. (2015) showed that going back to the old room can bring problem behavior back. Teaching a new request, like Matter did, gives you a fresh start that is less tied to the old place.

Storch et al. (2012) trained birds in a new cage first, then moved them. The same idea works here: a new word or sign acts like a new cage, so the old behavior stays quiet.

If a child already has a picture card but still grabs or hits, do not feel stuck. You can teach a fresh request—maybe a new sign or a different card—and still see quiet, calm behavior. Kids like the new move more, so they use it faster. Try it next session: pick a bright new icon, teach three trials, and watch the hits fade.