Functional Communication Training in Inclusive School Settings for Students With Intellectual and Developmental Disabilities: A Literature Review

Journal of Positive Behavior Interventions

Masud, A. B., Walker, V. L., et al. (2023).

Journal of Positive Behavior Interventions, 25(4), 239-252.

<div>This systematic review explores the effects of functional communication training (FCT) interventions conducted in inclusive school settings for students with intellectual and developmental disabilities.&nbsp;</div>

No funding received

From database inception to June 2021

<div>Intervention studies</div>

7

<div>When delivered in inclusive school settings, intervention programs that included FCT had large to very large positive treatment effects (Tau-U = 0.96 to 1.00) for students with intellectual and developmental disabilities. Additional findings included:</div> <div> <ul> <li>Improvements were seen for all primary dependent variables (e.g., behavior, positive interactions with peers and teachers, functionally equivalent communication response, implementation fidelity) across all eligible student participants and paraprofessionals, including students who used aided and unaided augmentative and alternative communication.&nbsp;</li> <li>Two studies reported generalization, with one demonstrating generalization across settings and the other across responses.</li> <li>Maintenance was reported in three studies, with maintenance of treatment effects confirmed at 1 to 6 weeks between studies.&nbsp;</li> </ul> <div>Of note, FCT was delivered as part of a larger, multi-component interventions programs in six out of seven studies. As such, the treatment effect of FCT in isolation cannot be determined. Additional limitations include a small number of included studies, small sample sizes, and the lack of reporting of student characteristics in multiple included studies.&nbsp;</div> </div>

No recommendations at this time.