Last time we talked about communication skills and problem behaviors. Psychologist B. F. Skinner led the way in identifying the different areas of language development (or “verbal operants”) and how barriers in these areas may make communication more difficult for children with developmental delays. We talked about how one of these operants, the mand, is the first form of communication a child learns. Manding is how a child learns to communicate to others what he or she needs and/or wants. When a child is unable to communicate his or her needs and/or wants clearly, this may lead to an increase in problem behaviors (understandably so; imagine how frustrating that would be to you!). One of the most common ways BCBA’s help children strengthen their manding skills is through something called Functional Communication Training.

Simply put, Functional Communication Training (FCT) is a way to help teach your child an appropriate way to ask for what he or she needs and/or wants, without engaging in problem behaviors. Think back to the posts about the ABC’s of ABA and the Basics of Reinforcement for just a minute. Once we understand what causes behaviors to start (antecedents) and to continue (consequences), you can better understand your kids behaviors and how to reward (reinforce) the ones you want to see happen more often. 

Let’s go back to the cookie example from our reinforcement post:

Whenever your child wants a cookie he/she points to the cookie jar, whines, and cries until you give him/ her a cookie. Pointing, crying, and whining always gets him/her a cookie, therefore it is reinforcing. Now, those behaviors occur every time he/she wants a cookie.

After working with the BCBA for a while, your child has now learned a more appropriate way of getting a cookie:

Now when your child wants a cookie, he/she says “cookie” and you give him/her a cookie. Saying “cookie” is followed by getting a cookie, therefore it is reinforcing. Your child has now learned that pointing, crying, and whining no longer gets him/her a cookie, but simply saying “cookie” does.

In that example, the BCBA used FCT to help your child learn to mand for a cookie instead of engaging in problem behaviors to get one. The BCBA did this by first identifying how your child will communicate best- through vocal responses (speaking), sign language, or a picture exchange/communication device. Then, the BCBA identified your child’s favorite things (reinforcers). When it comes to manding, your child has to be motivated to get what they want. If your child does not like cookies, then there is no incentive for them to say, sign, or select a picture of a cookie in order to get it. However, if your child would eat chocolate chip cookies all day if you let them, then they are more likely to say, sign, or select a picture of a cookie in order to get to eat one.

Manding and FCT are foundational skills for helping your child learn to communicate his or her needs and/or wants in an appropriate way and to decrease problem behaviors that are related to getting something they desire. However, like all good things, this process takes time. It is extremely important to remember that “Rome wasn’t built in a day” and that you will likely see your child’s problem behaviors increase as  access to a reinforcer is restricted until an appropriate response is given. Since we know that manding and FCT are foundational skills, we know that we will have to start with the most basic response and build upon that. This process is called shaping and next time I will walk you through what shaping is and how to use it when helping your child learn to mand.