Shaping complex functional communication responses

TLDR

Functional communication training relies on efficient responses, yet while low‑effort responses best replace problem behavior early, more advanced responses are preferred later but often provoke resurgence. The study describes an effective shaping process using a changing‑criterion design to develop complex functional communication responses from simple ones without provoking problem‑behavior resurgence. Four children with diverse language and intellectual abilities were trained using a practical shaping procedure, described in detail for two participants in Experiment 1. Experiment 2 demonstrated the necessity and efficacy of the shaping process, and the study discusses implications for practice and research.

Abstract

Response efficiency plays an important role in the initial success of functional communication training (FCT). Although low‐effort functional communication responses (FCRs) have been shown to be most effective in replacing problem behavior; more developmentally advanced FCRs are favored later in the treatment process. Attempts to teach these more complex FCRs, however, often lead to the resurgence of problem behavior. In this study, we provide a detailed description of an effective shaping process applied within a changing criterion design to develop complex FCRs from simple FCRs without resurgence of problem behavior. Four children with various language and intellectual abilities participated in this study. A practical shaping procedure, suitable for typical teaching contexts, is described for two participants in Experiment 1. The necessity and efficacy of the shaping process are demonstrated with the participants in Experiment 2. Implications for practice and research are discussed.