Contemporary Issues Related to Functional Communication Training: The Roles of Modality Preference and Concurrent Schedule Arrangements becomes clinically important the moment a team has to turn good intentions into reliable action inside clinic sessions and day-to-day service delivery, community routines and natural environments. In Contemporary Issues Related to Functional Communication Training: The Roles of Modality Preference and Concurrent Schedule Arrangements, for this course, the practical stakes show up in clearer case conceptualization, better instructional targets, and stronger generalization, not in abstract discussion alone.
Provider: BehaviorLive — via Eden Autism
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Join Free →Functional communication training (FCT) has been identified as the most researched intervention to reduce challenging behavior exhibited by individuals with intellectual and developmental disabilities (IDD). With well over 200 demonstrations of successful applications, clinicians often utilize this approach when the referral concern includes reduction of challenging behavior. Historically, researchers identified the FCT components sufficient and necessary to yield successful outcomes, including the role of extinction and punishment, as well as strategies to enhance the practicality of the intervention outside of tightly controlled clinical contexts (i.e., schedule thinning). While these lines of investigation continue to be important, two additional contemporary issues related to FCT-based intervention that warrant discussion and exploration include (a) the communication modality included and (b) the use/utility of concurrent schedule arrangements. This talk describes recent research related to modality selection, centered on the individual's preference, and variables to consider when developing FCT-based interventions that include concurrent schedule arrangements.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1.5 | General |
| COA | 1.5 | — |
Dr. Joel E. Ringdahl is a Professor of Special Education in the Communications Sciences and Special Education Department at the University of Georgia (USA) and Co-Director of the University of Georgia’s Center for Autism and Behavioral Education Research (CABER). He received his Ph.D. (1999) and MA (1995) in Psychology from Louisiana State University, and a BS (1992) in psychology from the University of Florida. Dr. Ringdahl is a licensed psychologist and a Board Certified Behavior Analyst. He is a former Editor for Behavior Analysis: Research and Practice and currently serves on a number of editorial boards. Dr. Ringdahl’s research interests include functional analysis and treatment of severe challenging behavior exhibited by individuals with intellectual and developmental disabilities, stimulus preference assessments, functional communication training, and translational research in the areas of response persistence and relapse and behavioral economics. Dr. Ringdahl has published numerous peer-reviewed articles, co-edited two textbooks on behavior analysis, and has been a funded researcher through the National Institutes of Health for 25 years. In his clinical work, Dr. Ringdahl has practiced in hospital and university-based clinics, state facilities, community-based facilities, schools, and in private homes. In those settings, Dr. Ringdahl has worked across the age range with individuals ranging in age from 2 to 90 years old.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
258 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.