Facilitating Effective Communication with Functional Communication Training (FCT) for Students with ASD

by | Oct 11, 2023 | Applied Science

 

Teachers are constantly dealing with behavior issues in the classroom, and this can be particularly difficult when working with students with ASD who experience challenges with language and communication. General educators, paraprofessionals, support staff, and administrators may not have a strong working knowledge of functional communication training (FCT) and how it can be used in both academic and non-academic environments to assist students with ASD in overcoming challenges related to language and communication. As an autism specialist, you may be called upon to explain the benefits of FCT and provide examples of how it can be applied with students with ASD so they can demonstrate positive communication behaviors and better have their needs met.

Imagine you are facilitating a professional learning community session or activity intended to increase awareness about the steps and strategies associated with FCT. Design a deliverable of your choice (handout, digital presentation, etc.) that could be used to inform other educators about the best practices for implementing FCT with students with ASD to help them overcome language and communication challenges and communicate their wants and needs more effectively using the desired replacement behavior. Ideally, this session or activity will be something you can apply in your future practice as an autism specialist.

The deliverable should address the following:

Define FCT and provide examples of how it can be applied in structured and unstructured academic environments and non-academic environments.
Summarize common language and communication challenges faced by students with ASD and the importance of demonstrating empathy, tolerance, and sensitivity when addressing these challenges. Include a discussion about the effects these language and communication challenges can have on teachers, students with ASD, their classroom peers, and their families. Use specific examples to support these ideas and illustrate the value of FCT.
Explain the steps in executing FCT including identification of the current behavior and desired replacement behavior.
Identify various AAC supports and strategies that could be used to elicit the desired behavior such as verbal communication, signing, pictures, communication devices, etc.
Explain the steps used to assess whether a particular support/strategy is effective in creating the desired replacement behavior.
Discuss the timelines related to implementing various FCT supports/strategies and explain the role of trial and error in determining which supports are most effective for students across environments.
Explain why it is important for all members of the IEP team to collaborate in the implementation of FCT. Include a specific discussion about the importance of parent/guardian and student involvement in the process as it relates to creating carryover behavior for students with ASD.
Support the assignment with a minimum of three scholarly resources.

 

 

Sample solution

Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell. 

In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.


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God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.

Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.

To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.

 

References

Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.

Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.

Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.

Sample Answer

Sample Answer

 

Facilitating Effective Communication with Functional Communication Training (FCT) for Students with ASD
Introduction
As educators, it is crucial to have a strong understanding of functional communication training (FCT) to support students with Autism Spectrum Disorder (ASD) in overcoming language and communication challenges. FCT is a research-based intervention that focuses on teaching students alternative communication skills to replace problem behaviors. This deliverable aims to inform educators about the best practices for implementing FCT with students with ASD, helping them communicate their wants and needs more effectively using desired replacement behaviors.

I. Understanding FCT
Definition of FCT
FCT is a research-based intervention that teaches alternative communication skills to replace problem behaviors.
It focuses on identifying the function of the problem behavior and teaching appropriate alternative communication strategies.
The goal of FCT is to enable students to communicate their wants and needs effectively, reducing frustration and challenging behaviors.
Application of FCT in Structured and Unstructured Environments
Structured academic environments: FCT can be applied during instructional time, using visual supports, social stories, and scripts to facilitate communication.
Unstructured academic environments: FCT can be implemented during transitions or free-choice activities, using visual schedules, choice boards, and peer modeling to enhance communication skills.
Non-academic environments: FCT can be utilized during recess, lunchtime, or community outings, using visual supports, social scripts, and reinforcement strategies to promote effective communication.
II. Language and Communication Challenges Faced by Students with ASD
Understanding the Challenges
Students with ASD may struggle with expressive and receptive language skills, social communication, pragmatics, and non-verbal communication.
These challenges can impact students’ ability to express their needs, engage in social interactions, understand instructions, and participate in classroom activities.
Importance of Empathy, Tolerance, and Sensitivity
Teachers must demonstrate empathy towards students with ASD, understanding that their communication challenges are not intentional but a result of their condition.
Tolerance and sensitivity are vital in creating a supportive environment that fosters effective communication and reduces frustration for both students with ASD and their peers.
Effects on Teachers, Students with ASD, Peers, and Families
Teachers may feel overwhelmed or frustrated when they are unable to understand or meet the needs of students with ASD due to communication challenges.
Students with ASD may experience increased frustration, anxiety, isolation, and difficulty forming relationships due to their communication difficulties.
Peers may have difficulty understanding and interacting with students with ASD, leading to social exclusion or misunderstandings.
Families may feel helpless or concerned about their child’s ability to communicate effectively, impacting their overall well-being.
III. Steps in Executing FCT
Identification of Current Behavior and Desired Replacement Behavior
The first step is identifying the problem behavior that the student engages in when they struggle to communicate effectively.
The desired replacement behavior should be identified based on the function of the problem behavior and should provide an appropriate means of communication.
AAC Supports and Strategies
Augmentative and Alternative Communication (AAC) supports can be utilized to elicit the desired behavior.
Verbal communication, signing, pictures, communication devices (e.g., PECS), or assistive technology can be used as AAC supports to enhance communication skills.
Assessing Effectiveness of Supports/Strategies
Continuous assessment is necessary to determine the effectiveness of AAC supports/strategies in promoting the desired replacement behavior.
Data collection methods such as direct observation, behavior tracking sheets, or structured interviews can be used to assess progress.
IV. Timelines and Collaboration
Timelines for Implementing FCT Supports/Strategies
Implementation timelines may vary based on individual student needs.
It is important to establish realistic timelines for the implementation of FCT supports/strategies while considering the student’s progress rate and level of engagement.
The Role of Trial and Error
Trial and error is an essential part of implementing FCT as not all supports/strategies will work for every student.
Through trial and error, educators can identify the most effective supports/strategies that best meet the unique needs of each student.
Collaboration within the IEP Team
Collaboration among all members of the Individualized Education Program (IEP) team is essential for successful implementation of FCT.
Teachers, paraprofessionals, support staff, administrators, parents/guardians, specialists, and students should work together to ensure consistency across environments.
Importance of Parent/Guardian and Student Involvement
Parents/guardians play a crucial role in implementing FCT as they have valuable insights into their child’s communication needs and preferences.
Student involvement allows them to take ownership of their communication skills and promotes generalization of learned behaviors across settings.

Conclusion
Functional Communication Training (FCT) is a valuable intervention for supporting students with ASD in overcoming language and communication challenges. By providing educators with a comprehensive understanding of FCT best practices, this deliverable aims to empower them with the knowledge and strategies necessary to promote effective communication skills in students with ASD. Through empathy, tolerance, collaboration, and continuous assessment, educators can create an inclusive learning environment where students with ASD can communicate their wants and needs more effectively.

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