Thinning Schedules of Reinforcement Following Functional Communication Training for Children with Intellectual and Developmental Disabilities: A Meta-analytic Review.

Reem and team looked at 28 small studies. In total, 51 kids aged 8 or younger joined.

All kids had intellectual or developmental disabilities. Each study first taught a simple way to ask for what they wanted. Then adults made the reward come less often.

The team used math to see if thinning hurt the good results.

Thinning kept problem behavior low and kept the new communication working.

Kids who already spoke or signed well gained the most. Kids with weak skills still did okay, just not as great.

Boyle et al. (2021) added a picture schedule while thinning. One child stayed calm and played alone longer. This tweak builds on Reem’s work—thinning still works, but an activity strip can make it smoother.

Sumter et al. (2020) tried a different move. They gave an extra toy or snack during the wait after the request. Problem behavior stayed low with no extra fading steps. Again, thinning stays in place, yet you can soften the wait.

Murphy et al. (2014) looks like a clash at first. They say, "Use response restriction so the child picks the right card." Reem says, "Kids with poor skills still need help." The two papers agree: watch the child’s level, then add supports if needed.

Before you thin, test how well the child can talk or sign. Strong speakers move faster. Weak speakers need extra tools like picture schedules or small free toys during the wait. Pick the add-on, keep the plan, and you keep gains while saving staff time.