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Supporting children with challenging behaviours using functional communication training
Author
Teo, Lai Shan
Supervisor
Dutt, Anuradha Salil Kumar
Abstract
Children with Autism Spectrum Disorder (ASD) demonstrate key deficits are in their social interaction and communication skills, and may also display many challenging behaviors such as screaming, hitting and biting. Research has shown that there is relationship between the challenging behaviours displayed and their deficits in communication (Koegel, 2000; Murphy et al., 2005; O’Brien & Pearson, 2004; Sigafoos, 2000). There are many behavioural interventions available to help manage children’s challenging behaviour, and Functional Communication Training (FCT) has been shown to be an effective intervention for such challenging behaviours (Derby et al, 1997; Dunlap, Ester, Langhans & Fox, 2006; Harding, Wacker, Berg, Lee & Dolezal, 2009). FCT aims to teach children more appropriate behaviours that can serve as replacements for their challenging behaviour (Carr & Durand, 1985; Peck Peterson et al., 2005). As such, a concurrent multiple baseline study within an analogue experiment was conducted to evaluate the effectiveness of FCT in the Singapore context. FCT was conducted with two children with ASD, who have poor communication skills and display challenging behaviours in the school and home setting. This was conducted by teachers and caregivers. FCT’s effectiveness was examined within three specific areas: a) maintenance of treatment effects across languages b) maintenance of treatment effects across different people and c) acceptability of the intervention across teachers and primary caretakers. Results revealed that treatment effects of FCT were maintained across language (i.e., English and Malay) and people (i.e., teacher and caregiver). Frequency of challenging behaviour remained low and alternative communicative response increased for both children. Also, both teachers and caregivers rated FCT an effective and acceptable intervention to be used on the home or school setting. Limitations of the study and directions for future research were also discussed.
Date Issued
2015
Call Number
RJ496.C67 Teo
Date Submitted
2015