Functional communication training and visual activity schedules: Support for neurodiverse students in an inclusive classroom

Abstract

One boy with ASD and one girl with ASD and ADHD participated in a study to examine the effectiveness of Functional Communication Training (FCT) and a Visual Activity Schedule (VAS) to reduce challenging behaviours in an inclusive classroom. A Functional Behaviour Assessment (FBA) was conducted to determine the function of behaviours presented by each student. The Open Ended Functional Assessment Interview (O-FAI), ABC narrative observations and structured observations using a Functional Assessment Observation (FAO) form were conducted within the classroom. For student M, ‘non-participation’ emerged as a behaviour of concern, while student H engaged in ‘non-instructed activity’. It was hypothesised that both behaviours were maintained by escape from tasks. FCT was implemented for student M to reduce ‘non-participation’ and a VAS was implemented for student H to reduce ‘non-instructed activity’ and increase independence in following a schedule. Student M showed a moderate reduction in ‘non-participation’ compared to baseline while student H did not show any difference in occurrences of ‘non-instructed activity’ compared to baseline, however, she did achieve independent use of the VAS. Despite the lack of change in the target behaviours for both participants, FCT and VAS interventions were approved as socially valid interventions by the class teachers. The interventions also contributed to the overall learning experiences of both students in an inclusive classroom setting.