Document Type
Article
Publication Date
10-2023
Publication Title
Journal of Positive Behavior Interventions
Publisher
Sage Journals
DOI
https://doi.org/10.1177/10983007221126530
Abstract
Functional communication training (FCT) is a well-established, evidence-based practice used to address challenging behavior among individuals across settings, ages, and disability categories. However, the research is limited on the implementation of FCT in inclusive school settings for students with intellectual and developmental disabilities. The purpose of this review was to summarize FCT intervention studies implemented in inclusive K–12 school settings for students with intellectual and developmental disabilities. We synthesized studies to summarize study characteristics, quality, and intervention effectiveness. Our findings suggest that FCT was most often implemented as part of a multi-component intervention package and delivered by education team members. Furthermore, the quality of most studies was either acceptable or strong. The overall effect size estimate for primary dependent measures as measured by Tau-U suggested large to very large changes in student behavior. We present implications for practice specific to educational teams that support the behavioral needs of students with intellectual and developmental disabilities in inclusive settings and offer avenues for future research.
Recommended Citation
Please use the publisher's recommended citation.
Included in
Special Education and Teaching Commons, Teacher Education and Professional Development Commons
Comments
https://journals.sagepub.com/doi/epub/10.1177/10983007221126530