Functional communication training (FCT) represents perhaps the most researched behavioral intervention for reducing challenging behavior exhibited by individuals with intellectual and developmental disabilities such as autism spectrum disorder. Its utility has been demonstrated across clinical populations to address a wide variety of challenging behavior topographies incorporating a number of alternative response modalities. In its simplest form, FCT includes the differential reinforcement of alternative, appropriate, communicative behavior relative to challenging behavior. While numerous studies have demonstrated the initial efficacy of FCT, research evaluating its long-term effectives remains an emerging area. This presentation will review variables related to enhancing the long-term efficacy of FCT with particular focus on variables that enhance the persistence of the alternative communicative response, as well as variables that may help mitigate the relapse of challenging behavior as reinforcement schedules and clinical environments change. These variables will be discussed within the context of quantitative theories and their tie to basic behavior analysis research will be highlighted.

Learning Objectives:

1. Identify at least two variables that may impact the persistence of alternative communicative behavior when interventions are challenged.
2. Be able to describe the quantitative theories that underly the research on long-term maintenance of FCT treatment gains.
3. Describe the reinforcement arrangements that must be in place for response allocation to favor alternative, communicative behavior.

About the Presenter

Joel E. Ringdahl

Dr. Joel E. Ringdahl is a Professor of Special Education in the Communications Sciences and Special Education Department at the University of Georgia (USA) and Co-Director of the University of Georgia’s Center for Autism and Behavioral Education Research (CABER). He received his Ph.D. (1999) and MA (1995) in Psychology from Louisiana State University, and a BS (1992) in psychology from the University of Florida. Dr. Ringdahl is a licensed psychologist and a Board Certified Behavior Analyst. He has served several editorial roles, including editor-in-chief for Behavior Analysis: Research and Practice and associate editor for the Journal of Applied Behavior Analysis and The Psychological Record. He currently serves on a number of editorial boards. Dr. Ringdahl’s research interests include functional analysis and treatment of severe challenging behavior exhibited by individuals with intellectual and developmental disabilities, stimulus preference assessments, functional communication training, and translational research in the areas of response persistence and relapse and behavioral economics. Dr. Ringdahl has published numerous peer-reviewed articles, co-edited two textbooks on behavior analysis, and has been a funded researcher through the National Institutes of Health (USA) for the past 25 years. In his clinical work, Dr. Ringdahl has worked in hospital and university-based clinics, state facilities, community facilities, schools, and in private homes. In those settings, Dr. Ringdahl has worked across the age range with individuals ranging in age from two years old to 90 years old.