Functional Communication Training in ABA: Teaching Your Child a Better Way to Ask

When a child cannot yet ask for what they want, they often find another way to get it. A child who wants a break may push a toy away, drop to the floor, or cry. A child who wants a snack may grab from the counter. These behaviors work for the child, and they are exhausting for the family. Functional communication training (FCT) is an ABA approach that helps by teaching a child a clear, reliable way to ask, so they do not need the harder behavior to be understood.

Key takeaways

• FCT teaches a replacement way to communicate a need, using a word, sign, picture or device.
• A BCBA first works out what the behavior is doing for the child, such as getting attention, access to an item, or an escape from a task.
• The new skill is taught, practiced and reinforced until it is reliable across people and places.
• Communication methods are chosen for each child, and speech-language pathologists often help.
• Results vary, so your team should track progress and adjust the plan.

What functional communication training means

“Functional” in this context means the new skill does the same job as the old behavior. If a child has been dropping to the floor to escape a hard task, the replacement skill helps them ask for a break in a way the adults in their life can understand and respond to.

The CDC’s treatment guidance describes ABA as an approach that encourages desired behaviors, discourages others, and tracks progress. It also notes that behavioral approaches have the most evidence for treating symptoms of autism spectrum disorder. FCT is one of the ways ABA teaches a child to get their needs met, and it fits within that broader plan rather than standing alone.

If you want a general overview of how ABA works before reading further, our guide to how ABA therapy works explains the basics. This article focuses on the communication piece.

Why the replacement skill matters

Behavior that gets a result is hard to stop without something else to replace it. Suppose a child screams to get a toy and the adult hands it over. The screaming worked. If the adult removes the scream without giving the child another way to ask, the child may try harder or find another behavior that works.

FCT addresses this directly. The goal is not only to reduce the challenging behavior. It is to teach a skill that gets the child the same result in a way that is more helpful to them and to the people around them. Many parents find this reframing useful because it shifts the focus from “stop the behavior” to “teach the child what to do instead.”

How a BCBA starts

A Board Certified Behavior Analyst (BCBA) usually begins with an assessment. The BCBA looks at what happens before the behavior, what the behavior looks like, and what happens after. This is sometimes called a functional behavior assessment. It can include direct observation at home, at school or in a clinic, and conversations with parents and other caregivers.

The BCBA is looking for the purpose of the behavior, not a label for the child. The most common purposes include:

• Getting access to an item, activity or person
• Getting attention from an adult or peer
• Escaping or avoiding a task, demand, sensory input or place
• Getting sensory input that the child finds calming or stimulating

Once the purpose is clear, the BCBA chooses a replacement skill that serves the same purpose. For example, a child who escapes a hard task could learn to ask for a break, and a child who seeks attention could learn to request attention in a clear, socially expected way.

Choosing the way your child communicates

The replacement skill does not have to be spoken words. The CDC notes that speech and language therapy may involve signs, gestures, pictures or devices. Your child’s communication method will depend on their abilities, interests, and what works best across home, school and the community. Some options include:

• Gestures or signs for common requests such as “more,” “help,” or “break”
• Picture cards that the child can point to or hand to an adult
• A tablet or speech-generating device that the child can use to choose words or phrases
• Spoken words or approximations when the child is ready

Speech-language pathologists are trained in communication development, and they often work with the ABA team to choose and build these skills. If your child is also receiving speech therapy, ask the two teams to coordinate. The speech and language therapy page explains how that support can fit together, and the guide to AAC and autism covers picture and device options in more depth.

How FCT is taught

FCT is taught in small, structured steps, and it is reinforced when the child uses the new skill. A typical sequence looks like this:

1. Prompt the skill. The therapist or parent shows the child the communication method, such as holding up a picture card or modeling a sign.
2. Let the child respond. The child uses the new skill to ask for the item or break.
3. Reinforce right away. The child gets the requested item or break promptly, so the link between the skill and the outcome is clear.
4. Fade the prompts. Over time, the adult gives less help, so the child uses the skill independently.
5. Practice across settings. The skill is practiced with different people, in different rooms, and with different items.

Reinforcement is important, and it should match what the child wants. Our article on positive reinforcement in ABA explains how reinforcers are chosen and why they are used so carefully.

What happens when the old behavior returns

Old behaviors often reappear during FCT training. This is called extinction burst in ABA terminology, and it can be discouraging for families. It usually means the child is testing whether the old way still works. Your BCBA will give you specific guidance on how to respond, which may include continuing to offer the new skill, avoiding reinforcement of the old behavior, and staying consistent across caregivers.

Safety always comes first. If a behavior puts your child or others at risk, follow your BCBA’s safety plan and contact your child’s medical team or emergency services when needed. Do not wait for a training session to act on a safety concern.

How parents can help at home

Parents can support FCT by using the same communication method during everyday routines. Some ideas:

• Offer the picture card or sign before the child gets frustrated, not only during a meltdown
• Respond to the communication quickly, even when you are busy, so the child learns it works
• Use the same words or signs as the therapy team so the child sees one consistent system
• Keep the communication tools where the child can reach them, such as on the fridge or in a bag

Our guide to supporting ABA therapy at home has more practical strategies for generalizing skills between sessions.

Questions to ask your BCBA

If your child’s team is considering FCT, these questions can help you understand the plan:

• What behavior are we trying to replace, and what do we think it is for?
• Which communication method are you recommending, and why?
• How will we know the new skill is working?
• What should we do when the old behavior comes back?
• How will you coordinate with speech therapy or the school team?

These questions also help you see whether the plan is individualized. Good ABA plans are built around the child’s goals and family routines, not a single script.

A note on ABA and balance

ABA has been discussed in the autism community, and some autistic adults and families have raised concerns about how it has been used in the past. Our article on why ABA therapy is controversial covers those concerns and what to look for in a respectful program. When you consider FCT, ask how the plan protects your child’s dignity, what choices they have, and how the team will adjust if something is not working for them.

Talk with our team

If you think FCT might help your child, or you want to understand how a BCBA would approach a behavior you see at home, our team can talk with you about your child’s needs. You can reach us at (714) 709-7819 or through our contact page. Talk with your child’s pediatrician about specific needs and any medical questions, since they know your child’s history. Every child is different, and the right plan depends on your child’s strengths and goals.