A Systematic Review of Functional Communication Training (FCT) Interventions Involving Augmentative and Alternative Communication in School Settings
Published In
Augumentative and Alternative Communication
Document Type
Citation
Publication Date
5-1-2018
Abstract
A systematic review of Functional Communication Training (FCT) interventions involving augmentative and alternative communication in school settings.
Augment Altern Commun. 2018 Jun;34(2):118-129
Authors: Walker VL, Lyon KJ, Loman SL, Sennott S
Abstract
The purpose of this meta-analysis was to summarize single-case intervention studies in which Functional Communication Training (FCT) involving augmentative and alternative communication (AAC) was implemented in school settings. Overall, the findings suggest that FCT involving AAC was effective in reducing challenging behaviour 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 behaviour prior to intervention. Additionally, FCT was more effective when informed by a descriptive functional behaviour 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.
PMID: 29783913 [PubMed - in process]
Locate the Document
https://doi.org/10.1080/07434618.2018.1461240
DOI
10.1080/07434618.2018.1461240
Persistent Identifier
https://archives.pdx.edu/ds/psu/26043
Citation Details
Walker, V. L., Lyon, K. J., Loman, S. L., & Sennott, S. (2018). A systematic review of Functional Communication Training (FCT) interventions involving augmentative and alternative communication in school settings. Augmentative and Alternative Communication, 34(2), 118-129.