Functional communication training (FCT)
A type of differential reinforcement in which the client is taught a communication response that produces the same reinforcer as problem behavior, while problem behavior is placed on extinction.
FCT replaces problem behavior with communication that serves the same function. After the supervisor identifies the function, a communication response is chosen that asks for that reinforcer: a word, sign, picture card, device button or gesture such as "break," "help," "play with me" or "my turn." This response is a mand, because it specifies its own reinforcer. Problem behavior no longer produces the reinforcer, so the communication response becomes the more effective way to get it. FCT is a form of DRA.
At first, the communication response is prompted as needed and reinforced every time, immediately, so it quickly becomes stronger than the problem behavior. The response should be easy for the client and easy for others to understand in all settings. Once it is reliable, the supervisor usually thins reinforcement, for example by adding delays, teaching the client to wait, or signaling when the reinforcer is and is not available. Thinning too quickly can lead to resurgence of problem behavior.
FCT works best when everyone who interacts with the client responds to the communication response consistently, so caregivers and teachers are often trained as part of the plan.
The RBT prompts and reinforces the communication response as written, withholds the reinforcer after problem behavior, and records both prompted and independent communication and problem behavior.
Example and non-example
| Example | A child's crying during difficult puzzles is maintained by escape. The RBT teaches the child to hand over a "break" card and immediately gives a 1-minute break each time, while crying no longer ends the puzzle. |
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| Non-example | A child's crying is maintained by escape, and the RBT teaches them to say "cookie" to get a snack. The new response does not produce the same reinforcer as the crying, so it is not FCT. |
Don't confuse it with
| Differential reinforcement of alternative behavior (DRA) | DRA reinforces any appropriate alternative behavior, while FCT specifically teaches a communication response that produces the same reinforcer as the problem behavior. |
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| Mand | A mand is the verbal operant itself, while FCT is the procedure that teaches a mand to replace problem behavior. |
Test yourself
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Question 1A plan says: if the client screams for an item, wait for a few seconds of calm, then prompt the mand and give the item after the mand. The client screams and reaches for a tablet. What should the RBT do?
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C: Wait for calm, prompt the mand, then give the tablet. Following the plan makes sure the tablet is delivered after the mand and not after screaming, so the appropriate request is strengthened.
- A: Giving the tablet after screaming reinforces screaming.
- B: The plan calls for calm first, so the tablet does not follow screaming.
- D: Removing the item is not in the plan and takes away the teaching opportunity.
Task C.4 · 40-hour curriculum section E · RBT Ethics Code 2.02
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Question 2A client uses a break card instead of throwing materials at the clinic. The plan now asks the classroom teacher to honor the break card at school too. Why?
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B: So the replacement behavior is also reinforced at school. A replacement behavior is only useful if it works wherever the client needs it. When the teacher honors the card, using it is reinforced at school as well, which supports generalization of the new skill.
- A: What happens at school does not change the extinction procedure at the clinic.
- C: The supervisor, not the teacher, is responsible for the behavior plan.
- D: Adding a setting does not remove the need for the card in the clinic.
Task C.8 · 40-hour curriculum section E
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Question 3The plan teaches a client three ways to ask for a break: saying "Break, please," handing over a break card and using a sign. Which generalization strategy does this reflect?
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B: Teaching multiple response examples. Teaching several response forms that serve the same function gives the client more than one way to get a break and promotes response generalization, so the client is less likely to depend on one form that may not work in every situation.
- A: Programming common stimuli concerns the stimuli in teaching and target settings, not the number of response forms taught.
- C: Indiscriminable contingencies concern unpredictable reinforcement schedules.
- D: Sequential modification introduces the intervention setting by setting.
Task C.8 · 40-hour curriculum section E
Answer every question to see your score.
On the RBT exam
This term belongs to task D.3 Differential reinforcement in content area D, Behavior Reduction, which is 14 of the 75 scored questions.