Graduation Year

2025

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

Sarah Bloom, Ph.D., BCBA-D

Committee Member

Kimberly Crosland, Ph.D., BCBA-D

Keywords

autism, functional communication training, mand, problem behavior, sign language

Abstract

Children with autism spectrum disorders (ASD) often experience difficulties in both vocal and non-vocal communication, which can lead to problem behavior as a means of expressing needs and wants. Functional communication training (FCT) has been shown to be effective in teaching functional communicative responses (FCRs) and decreasing problem behavior. However, studies on the use of sign language as a communicative response or modality in FCT have been limited, despite its benefits, including feasibility and low response effort, compared to other modalities, such as picture cards and augmentative and alternative communication devices. This study evaluated FCT using sign language mands for non-vocal children with ASD, aged 4-9 years, in a clinical setting. Using a multiple baseline design across participants, the study examined the acquisition of sign language FCR and the reduction of problem behavior. Results indicated that FCT with sign language was effective in increasing independent FCR and decreasing problem behavior across children. Therapists and parents reported high acceptability and satisfaction with the intervention procedures and outcomes, suggesting that FCT with sign language mand is a socially valid, effective intervention to teach new FCR to replace problem behavior. Findings highlighted the importance of tailoring prompting procedures, creating opportunities for establishing operations, and varying contexts to promote generalization, supporting future research and clinical practice in using sign language as a FCR modality for children with ASD.

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