Graduation Year
2024
Document Type
Thesis
Degree
M.S.
Degree Name
Master of Science (M.S.)
Degree Granting Department
Child and Family Studies
Major Professor
Kwang-Sun Cho Blair, Ph.D., BCBA-D
Committee Member
Catia Cividini-Motta, Ph.D., BCBA-D
Committee Member
Raymond Miltenberger, Ph.D., BCBA-D
Keywords
functional behavior assessment, schedule thinning, delay-to-reinforcement, school-based intervention
Abstract
When implementing functional communication training (FCT), a gradual reduction in the frequency of reinforcement becomes necessary to minimize the resurgence of problem behavior and systematically fade out the FCT intervention. This study evaluated the implementation of FCT combined with a delay-to-reinforcement procedure for children with disabilities who engage in problem behavior due to limited communication skills. The study participants were three elementary school students, ages 9 or 10 years old and their respective paraprofessionals and classroom teachers in two self-contained classrooms at two public schools. The intervention outcomes for functional communication response (FCR) and problem behavior were evaluated using a multiple-baseline design across participants. The results indicated that incorporating delay-to-reinforcement procedures following FCT can effectively minimize the resurgence of problem behavior and facilitate the fading of the FCT intervention. For all three students, independent FCR increased, and target problem behavior decreased when FCT was introduced. These improved behaviors maintained when a delay-to-reinforcement procedure was implemented. Future research should further investigate the systematic delay-to-reinforcement procedures and their long-term effects. Ongoing classroom staff training is recommended to ensure treatment fidelity and effective fading.
Scholar Commons Citation
Walls, Carey J. IV, "Using Functional Communication Training for Students with Disabilities" (2024). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/10573
