If You Give a Kid Communication: Using FCT to Increase Socially Valid Behavior becomes clinically important the moment a team has to turn good intentions into reliable action inside language assessment, teaching sessions, caregiver coaching, and natural communication routines. In If You Give a Kid Communication: Using FCT to Increase Socially Valid Behavior, 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 Gracent
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →Functional Communication Training (FCT) is a highly effective intervention for individuals with communication deficits, particularly those diagnosed with autism spectrum disorder and other developmental disabilities. This continuing education event will provide behavior analysts and RBTs with a comprehensive understanding of FCT principles, assessment strategies, and implementation techniques to enhance socially valid behaviors in their clients. Participants will learn how to identify target behaviors, assess communication needs, and develop individualized FCT interventions that promote functional communication skills in various environments. Through a case study and practical examples, attendees will gain the knowledge and skills necessary to effectively implement FCT and improve the quality of life for individuals with communication challenges. Join us for this one-hour session to advance your expertise in using FCT to facilitate meaningful social interactions and enhance overall communication outcomes.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| ASHA | 0 | — |
| COA | 1 | — |
| PACE ASWB | 0 | — |
In our purest form of life, our dreams manifest, our characteristics indirectly present themselves, and who we are at our deepest core comes to light. It’s ambiguous and cryptic because who we are then does not define who we are or who we will become. In my purest form of life, teachers around me described me as a “ray of light to warm and to heal” or described my qualities as “if patience is the art of waiting, then the world will head Alicia by practicing patience,” even a sense of self by stating “she knows her base, her foundation”. I knew who I was, and others around me saw it boldly and fearlessly. Throughout my life, I have consistently looked toward the feeling once again of positivity, patience, and a sense of self. I found this when I was introduced to the world of neurodivergence, where there is revelation in uniqueness and individuality. As a registered behavior technician and future behavior analyst at North Shore Pediatric Therapy, I provide early intervention services to various neurodiverse communities. Working in a growing field, I have seen a variety of changes over the past 3 years in terms of adjusting to modern science. I have a passion for advocacy and inclusivity within education, which builds a bridge between neurotypical and neurodiverse ways of thinking, learning, and living. My passion for servicing others and desire to learn more in the specialization of developmental disabilities led me to enter the world of behavior and linguistic science. With a speech and hearing background, my research interests are understanding verbal behavior and neurological considerations for assessments and intervention procedures. Additionally, I am a Latine doctoral student. My research interests include racial, ethnic, and cultural influences on speech development in autistic pragmatism. Through my advocacy and scholarly work, I aim to contribute to the advancement of research in knowledge of environmental factors influencing child speech and behavior development resources, access, and equity in a world that empowers each of us to share a future of neuro-affirming leadership.
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.