2017 TASH Conference has ended

Each year, the TASH Conference brings together a diverse community of stakeholders who gain information, learn about resources, and connect with others across the country to strengthen the disability field. This year’s conference theme, “Still We Rise for Equity, Opportunity, and Inclusion,” shows the resilience of individuals with disabilities and their families across the lifespan. Conference attendees will celebrate their passion for disability rights, civil rights, and human rights while exploring inclusive communities, schools, and workplaces that support people with disabilities, including those with complex support needs. Return to TASH website.

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Thursday, December 14 • 4:30pm - 6:30pm
The Use of Functional Communication Training for Elementary Aged Children in Schools LIMITED

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Limited Capacity seats available

The purpose of this literature review was to evaluate the use of Functional Communication Training (FCT) in the educational setting. Specifically, this review sought to assess how FCT is utilized in the elementary education setting to address challenging behavior for students ages 5-12 who have Autism Spectrum Disorder (ASD). The goal of this review was to examine the existing base of literature to describe: (a) who is implementing FCT, (b) for what types of problem behaviors, (c) the language targets (e.g., one-word mands), (d) which communication systems are being utilized, and (e) the methods used to teach the language targets. To be included in this review, studies had to (a) have been published in a peer-reviewed journal before July 2016, (b) be available in English, (c) used FCT for intervention or as part of an intervention package, (d) have conducted the study in an elementary education setting, (e) used FCT to address challenging behavior, and (f) include participants between the ages of 5-12 who had either a diagnosis or educational eligibility of ASD. Results showed that FCT is most commonly used in self-contained special education classrooms or a segregated setting. Additionally, the primary interventionists identified in the research were people other than the teacher. The results indicate a need for increased research exploring the use of FCT as a behavioral intervention within integrated school settings by educational professionals to increase the social validity of FCT. The results of this literature review support the theme of this year's TASH conference by demonstrating the need for more research into behavioral intervention methods that allow for greater inclusion and participating within the educational setting.


Thursday December 14, 2017 4:30pm - 6:30pm
Imperial Ballroom, Salon A 265 Peachtree Center Ave NE, Atlanta, GA 30303

Attendees (5)