A Review of Studies on Functional Communication Training to Reduce Self-injurious Behavior for Students with Autism Spectrum Disorder

Abstract

The purpose of this study was to review recent researches conducted abroad and domestic regarding functional communication training(FCT) to reduce self-injurious behavior for students with autism spectrum disorder(ASD). A total of 12 studies including 11 abroad studies and 1 domestic studies were selected according to inclusion criteria and exclusion criteria. For a more systematic analysis, we divided the FCT into three essential steps to examine the functional analysis of self-injurious behavior, alternative responses of communication, and intervention methods. The analysis revealed that all studies conducted a single subject research method. Self-injurious behaviors of students appeared in various forms, accompanied by aggression, destruction and disruption. In addition, the function of self-injurious behavior was ‘tangible’ with the highest frequency, followed by ‘escape demand’, ‘attention’ and ‘free play’. Alternative forms of communication were spoken, picture cards and AAC. The form was diversified in consideration of the student’s level of communication and preference. Out of a total of 12 studies 9 studies applied the prompts step by step. And nine of the studies confirmed that the schedule thinning was applied. The degree of the FCT effect differed according to the function of problem behavior, the amount of task, the mediator, and the communication response. The extent of the FCT effect was high when the intervention was provided through the student’s preferred communication style. Lastly, we suggested a limitation for the follow-up research along with discussions based on these findings.