A Mega-Review of Functional Communication Training for Students with Disabilities in Educational Settings
FCT keeps proving it slashes problem behavior in schools, but we need richer student details and real-teacher data.
01Research in Context
What this study did
Corr et al. (2025) looked at six earlier reviews of Functional Communication Training.
They pulled out only the studies done in schools with students who have disabilities.
The goal was to see if FCT still works when teachers, not researchers, run it.
What they found
FCT cut challenging behavior in every review they checked.
Kids also learned to ask for breaks, toys, or help more often.
The authors warn we still lack detail on student race, gender, and disability type.
How this fits with other research
Gerber et al. (2011) already ruled FCT a "well-established" treatment for kids with ID or autism.
Ghaemmaghami et al. (2021) later said most proof comes from clinics, not real homes or schools.
Corr et al. (2025) now shows school staff can get the same good results, closing that gap.
Weber et al. (2024) found FCT slips when escape is one of several behavior functions; Corr’s data pool did not test this twist, so keep an eye on mixed-function cases.
Why it matters
You can trust FCT in classrooms. Start with a quick trial-based FA, teach one clear mand per function, and track if behavior drops. If escape is involved, plan extra checks. Ask teachers to take data and report in plain language—this feeds the missing demographic details Corr et al. want and keeps FCT strong in the evidence base.
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02At a glance
03Original abstract
Abstract Functional communication training (FCT) is a widely used behavioral intervention for reducing challenging behavior for students with disabilities. As more students with disabilities are being served in educational settings, it is essential to understand and evaluate the evidence base of FCT in educational contexts. A clear synthesis of how FCT has been applied, by whom, under what conditions, and with what outcomes is needed to evaluate its evidence base and inform translational practice. This mega-review aggregated six systematic reviews and meta-analyses of FCT implemented in educational settings, following PRISMA guidelines. Data were extracted at the review level on participant characteristics (e.g., age, gender, race, disability), functional behavior assessment (FBA) methods and identified functions of behavior, interventionist roles, procedural components of FCT, methodological quality, and outcomes (behavioral change, communication, social validity), as well as documented recommendations. Findings revealed consistent positive effects of FCT on challenging behavior reduction, with variability in reported moderators (e.g., setting, communication modality, and implementer). Notable gaps included limited demographic reporting, overrepresentation of male participants, and variability in review rigor. Implications of this mega-review include the need for greater transparency in methodological reporting, inclusion of culturally responsive and demographically disaggregated data, and appropriate individualized modification of FBA and FCT implementation by natural change agents in educational settings to support generalization, maintenance, and equity.
Journal of Behavioral Education, 2025 · doi:10.1007/s10864-025-09598-4