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1. Citation: Walker, Vi. L., Lyon, K. J., Loman, S. L., & Sennott, S. (2018). A systematic review of functional communication training (FCT) interventions involving augmentative and alternative communication is school settings. Augmentative and Alternative Communication, 34(2),  118-129.
Keywords: Augmentative and alternative communication, behavior modification, behavior problems, disabilities, intervention, literature reviews, outcomes, schools, students, training programs
Abstract: This meta-analysis summarized single-case intervention studies in which Functional Communication Training (FCT) involving aided and unaided augmentative and alternative communication (AAC) was implemented in school settings. FCT was developed to address challenging behavior, whereby the function of the behavior is identified and a functionally equivalent communicative response is taught as an alternative to the behavior. Overall, findings suggest that FCT involving AAC was effective in reducing challenging behavior and promoting aided or unaided AAC use among participants with disability. FCT was more effective for the participants who engaged in less severe forms of challenging behavior prior to intervention. Additionally, FCT was more effective when informed by a descriptive functional behavior assessment and delivered within inclusive school settings. Implications for practice and directions for future research related to FCT for students who use AAC are addressed.
Full-Text Availability Options:https://www.ncbi.nlm.nih.gov/pubmed/29783913
https://www.researchgate.net/publication/325291505_A_systematic_review_of_Functional_Communication_Training_FCT_interventions_involving_augmentative_and_alternative_communication_in_school_settings
Record Updated:2018-10-24
 

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