359x Filetype PPTX File size 2.93 MB Source: csesa.fpg.unc.edu
Objectives
• Become aware of 27 EBPs identified for
students with ASD
• Describe the purpose of Functional
Communication Training (FCT)
• Describe key steps to implementing FCT
• Identify ways to learn more about FCT and
other EBPs
What are EBPs?
Focused interventions that:
• Produce specific behavioral and developmental
outcomes for a child
• Have been demonstrated as effective in applied
research literature
• Can be successfully implemented in educational
settings
(Odom, Colett-Klingenberg, Rogers, & Hatton, 2010)
Evidence – Based Practices
(2014)
Antecedent-based interventions Pivotal response training
Cognitive behavioral intervention* Prompting
Differential reinforcement Reinforcement
Discrete trial training Response interruption/redirection
Exercise Scripting
Extinction Self-management
Functional behavior assessment Social narratives
Functional communication training Social skills training
Modeling Structured play groups
Naturalistic interventions Task analysis
Parent-implemented intervention Technology-aided intervention/instruction
Peer-mediated instruction/intervention Time delay
Picture Exchange Communication Video modeling
System Visual supports
For All EBPs
• Choose
skill/behavior
• Collect Implement
Implement
baseline data • Collect data on
• Make specific • student
decisions Implement
steps of EBP progress
related to EBP well and • Collect data on
Plan consistently your
Plan implementation
Assess
Assess
Functional Communication
Training (FCT)
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