Evaluation of the Empirical Support of Functional Communication Training for Children with Autism Spectrum Disorders

被引：7

作者：

Muharib, Reem ^{[1
]}

Wood, Charles L. ^{[1
]}

机构：

[1] Univ North Carolina Charlotte, Cato Coll Educ, Dept Special Educ & Child Dev, 9201 Univ City Blvd, Charlotte, NC 28223 USA

来源：

REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS | 2018年 / 5卷 / 04期

关键词：

Functional communication training; Autism spectrum disorder; SPEECH-GENERATING DEVICE; BEHAVIOR PROBLEMS; CHALLENGING BEHAVIOR; YOUNG-CHILDREN; REINFORCEMENT; PRESCHOOLERS; INTERVENTION; INDIVIDUALS; SCHEDULES; BOYS;

D O I：

10.1007/s40489-018-0145-5

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Functional communication training (FCT) typically consists of determining the function(s) of challenging behaviors and teaching the child an appropriate communicative behavior that serves the same function. This review used quality indicators to evaluate FCT studies and determine the level of evidence for children with autism spectrum disorder (ASD) from birth to 8. Based on the authors' evaluation of six studies located from a previous review, FCT showed potential as an evidence-based practice. After evaluating nine more studies located from literature searches, a moderate level of evidence was established for FCT for children with ASD from birth to 8. Implications for research and practice are discussed.

引用

页码：360 / 369

页数：10

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