A systematic review and meta-analysis of educator-implemented functional communication training

Abstract

This meta-analysis examined whether educator-implemented functional communication training is an evidence-based treatment for challenging behavior exhibited by individuals with developmental disabilities. Fifteen single-case experimental studies from three countries involving 40 individuals with disabilities were analyzed. Visual analysis indicated strong functional relations between functional communication training and student outcomes. Multilevel meta-analysis of aggregated outcomes across all students indicated statistically significant effects in the expected directions for communication outcomes (Hedges's g = 3.06, 95% CI [2.42, 3.70]) and challenging behavior (Hedges's g = −2.65, 95% CI [−3.40, −1.91]). Moderator analyses showed that outcome type significantly predicted effect size, whereas publication year, setting, research design, diagnostic category, functional analysis type, and training components did not. Overall risk of bias was low, although blinding risk was high. Findings support educator-delivered functional communication training as an effective and empirically supported intervention for the treatment of challenging behavior.