A comparison of single-case evaluation tools applied to functional communication training with augmentative and alternative communication supports for students with developmental disabilities

Students with developmental disabilities frequently present with both limited vocal speech and challenging behavior. Functional communication training (FCT) with augmentative and alternative communication (AAC) supports, is a commonly recommended intervention to reduce challenging behavior for these...

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Published inResearch in developmental disabilities Vol. 107; p. 103803
Main Authors Ousley, Ciara L., Raulston, Tracy J., Gregori, Emily V., McNaughton, David, Bhana, Naima, Mantzoros, Theoni
Format Journal Article
LanguageEnglish
Published Elsevier Ltd 01.12.2020
Subjects
Augmentative and alternative communication
Developmental disabilities
Evaluation tools
Evidence-based practice
Functional communication training
Quality review
Schools
Single-case design
Evaluation tools
Augmentative and alternative communication
Functional communication training
Evidence-based practice
Quality review
Single-case design
Schools
Developmental disabilities
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Abstract Students with developmental disabilities frequently present with both limited vocal speech and challenging behavior. Functional communication training (FCT) with augmentative and alternative communication (AAC) supports, is a commonly recommended intervention to reduce challenging behavior for these students, while also increasing appropriate communication. Current research on this topic has not applied multiple evaluation tools, despite the recent suggestion to do so. Further, there are limited studies in the field of special education that have (a) applied multiple evaluation tools and (b) compared the results of the tools. In the current review, we applied three evaluation tools to intervention studies examining the use of FCT with AAC supports in school-based settings to determine the current level of scientific support for this intervention. We identified 38 studies, which contained 59 single-case designs (SCDs). Next, we compared the methodological rigor and/or quality, outcome scores, and Evidence-Based Practice (EBP) ratings provided by the three evaluation tools. Our results yielded inconsistent methodological rigor and/or quality, participant outcome measures, and EBP classifications between the evaluation tools. No two evaluation tools completely aligned. Limitations and future research are discussed.
AbstractList BACKGROUNDStudents with developmental disabilities frequently present with both limited vocal speech and challenging behavior. Functional communication training (FCT) with augmentative and alternative communication (AAC) supports, is a commonly recommended intervention to reduce challenging behavior for these students, while also increasing appropriate communication. AIMSCurrent research on this topic has not applied multiple evaluation tools, despite the recent suggestion to do so. Further, there are limited studies in the field of special education that have (a) applied multiple evaluation tools and (b) compared the results of the tools. METHODIn the current review, we applied three evaluation tools to intervention studies examining the use of FCT with AAC supports in school-based settings to determine the current level of scientific support for this intervention. We identified 38 studies, which contained 59 single-case designs (SCDs). Next, we compared the methodological rigor and/or quality, outcome scores, and Evidence-Based Practice (EBP) ratings provided by the three evaluation tools. RESULTS AND CONCLUSIONOur results yielded inconsistent methodological rigor and/or quality, participant outcome measures, and EBP classifications between the evaluation tools. No two evaluation tools completely aligned. Limitations and future research are discussed.
Students with developmental disabilities frequently present with both limited vocal speech and challenging behavior. Functional communication training (FCT) with augmentative and alternative communication (AAC) supports, is a commonly recommended intervention to reduce challenging behavior for these students, while also increasing appropriate communication. Current research on this topic has not applied multiple evaluation tools, despite the recent suggestion to do so. Further, there are limited studies in the field of special education that have (a) applied multiple evaluation tools and (b) compared the results of the tools. In the current review, we applied three evaluation tools to intervention studies examining the use of FCT with AAC supports in school-based settings to determine the current level of scientific support for this intervention. We identified 38 studies, which contained 59 single-case designs (SCDs). Next, we compared the methodological rigor and/or quality, outcome scores, and Evidence-Based Practice (EBP) ratings provided by the three evaluation tools. Our results yielded inconsistent methodological rigor and/or quality, participant outcome measures, and EBP classifications between the evaluation tools. No two evaluation tools completely aligned. Limitations and future research are discussed.
ArticleNumber 103803
Author Raulston, Tracy J.
Bhana, Naima
Mantzoros, Theoni
Ousley, Ciara L.
Gregori, Emily V.
McNaughton, David
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Keywords Evaluation tools
Augmentative and alternative communication
Functional communication training
Evidence-based practice
Quality review
Single-case design
Schools
Developmental disabilities
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Snippet Students with developmental disabilities frequently present with both limited vocal speech and challenging behavior. Functional communication training (FCT)...
BACKGROUNDStudents with developmental disabilities frequently present with both limited vocal speech and challenging behavior. Functional communication...
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StartPage 103803
SubjectTerms Augmentative and alternative communication
Developmental disabilities
Evaluation tools
Evidence-based practice
Functional communication training
Quality review
Schools
Single-case design
Title A comparison of single-case evaluation tools applied to functional communication training with augmentative and alternative communication supports for students with developmental disabilities
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