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Evaluation of the Empirical Support of Functional Communication Training for Children with Autism Spectrum Disorders

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Abstract

Functional communication training (FCT) typically consists of determining the function(s) of challenging behaviors and teaching the child an appropriate communicative behavior that serves the same function. This review used quality indicators to evaluate FCT studies and determine the level of evidence for children with autism spectrum disorder (ASD) from birth to 8. Based on the authors’ evaluation of six studies located from a previous review, FCT showed potential as an evidence-based practice. After evaluating nine more studies located from literature searches, a moderate level of evidence was established for FCT for children with ASD from birth to 8. Implications for research and practice are discussed.

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Authors and Affiliations

  1. Department of Special Education and Child Development, Cato College of Education, The University of North Carolina at Charlotte, 9201 University City Blvd, Charlotte, NC, 28223, USA

    Reem Muharib & Charles L. Wood

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  1. Reem Muharib
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  2. Charles L. Wood
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Correspondence to Reem Muharib.

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Muharib, R., Wood, C.L. Evaluation of the Empirical Support of Functional Communication Training for Children with Autism Spectrum Disorders. Rev J Autism Dev Disord 5, 360–369 (2018). https://doi.org/10.1007/s40489-018-0145-5

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  • DOI: https://doi.org/10.1007/s40489-018-0145-5

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