Fillable Implementation Checklist for Functional Communication Training (FCT) (University of North Carolina at Chapel Hill)

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Implementation Checklist for Functional Communication Training (FCT) (University of North Carolina at Chapel Hill)

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National Professional Development Center on
Autism Spectrum Disorders
Module: Functional Communication Training (FCT)
Functional Communication Training: Implementation Checklist Page 1 of 7
National Professional Development Center on ASD
10/2010
Implementation Checklist for Functional Communication
Training (FCT)
Franzone, E. (2009). Implementation checklist for functional communication training (FCT).
Madison, WI: The National Professional Development Center on Autism Spectrum
Disorders, Waisman Center, University of Wisconsin.
Instructions: The Implementation Checklist includes each step in the process of implementing FCT.
Please complete all of the requested information including the site and state, individual being
observed/interviewed, and the learner’s initials. To assure that a practice is being implemented as
intended, an observation is always preferable. This may not always be possible. Thus, items may be
scored based on observations with the implementer, discussions and/or record review as appropriate.
Within the table, record a 2 (implemented), 1 (partially implemented), 0 (did not implement), or NA (not
applicable) next to each step observed to indicate to what extent the step was implemented/addressed
during your observation. Use the last page of the checklist to record the target skill, your comments,
whether others were present, and plans for next steps for each observation.
Site: ________________________________________ State: _________________________________
Individual(s) Observed: ________________________ Learner’s Initials: ________________________
Skills below can be implemented by a practitioner, parent, or other team member
Observation
1
2
3
4
5
6
7
8
Date
Observer’s Initials
Planning (Steps 1 - 6 )
Step 1. Identifying the Interfering
Behavior
1. Identify an interfering behavior or a subtle
communicative form to be the interfering
behavior.
Step 2. Completing a Functional Behavior
Assessment (FBA)
1. Complete a high-quality FBA that includes:
a. indirect assessment (e.g., interviews,
record reviews, questionnaires) and
b. direct assessment (e.g., A-B-C
observation).
2. Identify the function of the interfering
behavior.
**Scoring Key: 2 = implemented; 1 = partially implemented; 0 = did not implement; NA = not applicable
National Professional Development Center on
Autism Spectrum Disorders
Module: Functional Communication Training (FCT)
Functional Communication Training: Implementation Checklist Page 2 of 7
National Professional Development Center on ASD
10/2010
Observation
1
2
3
4
5
6
7
8
Date
Observer’s Initials
Step 3. Identifying a Replacement
Behavior as a Substitute for
Interfering Behavior
Score**
1. Select a form of communication that is
appropriate to the learner (e.g., signing,
verbalizations, pictures).
2. Choose a replacement behavior that:
a. can be taught in a short amount of time
and
b. allows the learner to quickly learn the
behavior and gain access to the
reinforcement.
3. Identify a replacement behavior that is
acceptable and appropriate for the
environment and the learner.
4. Choose a replacement behavior that is
recognized by multiple communicative
partners.
5. Incorporate attention-getting into the
replacement behavior, if necessary (e.g., when
using sign language).
Step 4. Designing Implementation Data
Collection Procedures
1. Implement data collection procedures that are
functional, meaningful, and available to team
members responsible for data collection.
2. Data are collected:
a. before FCT is implemented (typically
during the FBA process) and
b. during the implementation of FCT (e.g.,
weekly).
**Scoring Key: 2 = implemented; 1 = partially implemented; 0 = did not implement; NA = not applicable
National Professional Development Center on
Autism Spectrum Disorders
Module: Functional Communication Training (FCT)
Functional Communication Training: Implementation Checklist Page 3 of 7
National Professional Development Center on ASD
10/2010
Observation
1
2
3
4
5
6
7
8
Date
Observer’s Initials
Step 4. Designing Implementation Data
Collection Procedures (cont.)
Score**
3. Data collection focuses on:
a. antecedents,
b. prompts required by learner to produce
the replacement behavior,
c. frequency of the replacement behavior,
d. frequency of the interfering behavior, and
e. consequences of the
replacement/interfering behavior (i.e.,
what happens right after the
replacement/interfering behavior).
4. Use data to monitor FCT effectiveness and
whether aspects of FCT need adjustment.
Step 5. Manipulating the Environment to
Elicit the Interfering Behavior
1. Teach the replacement behavior in the
environments where the interfering behavior
occurs.
2. Manipulate materials or activities to provide
opportunities for repeated practice of the
replacement behavior.
Step 6. Planning Opportunities for
Generalization
1. Teach the replacement behavior(s) with
multiple communication partners.
2. Teach the replacement behavior(s) across
multiple environments.
3. Train communicative partners to respond to
the learner’s use of the replacement behavior.
**Scoring Key: 2 = implemented; 1 = partially implemented; 0 = did not implement; NA = not applicable
National Professional Development Center on
Autism Spectrum Disorders
Module: Functional Communication Training (FCT)
Functional Communication Training: Implementation Checklist Page 4 of 7
National Professional Development Center on ASD
10/2010
Observation
1
2
3
4
5
6
7
8
Date
Observer’s Initials
Step 6. Planning Opportunities for
Generalization (cont.)
Score**
4. Introduce varied vocabulary for requesting, if
appropriate for learner’s developmental level.
Intervention ( Step 7 – 12)
Step 7. Prompting Learners to Use
Replacement Behavior(s)
1. Prompt the learner to use the replacement
behavior, beginning with a prompt that
ensures errorless learning.
Step 8. Not Reinforcing the Interfering
Behavior
1. Do not reinforce any instance of the
interfering behavior, if possible.
2. Intervene as minimally as possible if the
interfering behavior is potentially dangerous.
3. For subtle communicative acts, make the
interfering behavior less efficient than the
replacement behavior by:
a. pausing after the learner uses the subtle
communicative act,.
b. asking, “What do you want?”
c. prompting the learner to use the
replacement behavior, and
d. providing reinforcement for using the
replacement behavior.
Step 9. Providing Reinforcement
1. All communicative partners consistently
provide immediate reinforcement in response
to the replacement behavior.
Step 10. Shaping the Response
1. Initially accept any approximation of the
replacement behavior.
**Scoring Key: 2 = implemented; 1 = partially implemented; 0 = did not implement; NA = not applicable
National Professional Development Center on
Autism Spectrum Disorders
Module: Functional Communication Training (FCT)
Functional Communication Training: Implementation Checklist Page 5 of 7
National Professional Development Center on ASD
10/2010
Observation
1
2
3
4
5
6
7
8
Date
Observer’s Initials
Progress Monitoring (Step 11)
Step 11. Monitoring Learner Progress
Score**
1. Collect progress monitoring data for individual
learners to determine:
a. learners’ use of communicative acts in
different settings, and
b. the type and intensity of prompts needed
by learners to use communicative acts
correctly.
2. Use progress monitoring data to determine
next steps.
**Scoring Key: 2 = implemented; 1 = partially implemented; 0 = did not implement; NA = not applicable
National Professional Development Center on
Autism Spectrum Disorders
Module: Functional Communication Training (FCT)
Functional Communication Training: Implementation Checklist Page 6 of 7
National Professional Development Center on ASD
10/2010
Date
Observer
Initials
Target Skill/Behavior, Comments, and Plans for Next Steps
Date
Observer
Initials
Target Skill/Behavior, Comments, and Plans for Next Steps
Date
Observer
Initials
Target Skill/Behavior, Comments, and Plans for Next Steps
Date
Observer
Initials
Target Skill/Behavior, Comments, and Plans for Next Steps
National Professional Development Center on
Autism Spectrum Disorders
Module: Functional Communication Training (FCT)
Functional Communication Training: Implementation Checklist Page 7 of 7
National Professional Development Center on ASD
10/2010
Date
Observer
Initials
Target Skill/Behavior, Comments, and Plans for Next Steps
Date
Observer
Initials
Target Skill/Behavior, Comments, and Plans for Next Steps
Date
Observer
Initials
Target Skill/Behavior, Comments, and Plans for Next Steps
Date
Observer
Initials
Target Skill/Behavior, Comments, and Plans for Next Steps
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Implementation Checklist for Functional Communication Training (FCT) (University of North Carolina at Chapel Hill)

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Completed 13 April 2021

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