Examples of Functional Communication Training in ABA Practice

Imagine a young child who frequently throws tantrums or uses disruptive behavior to express frustration or request something they want. For many families and educators, this scenario is all too familiar—communication breakdowns often lead to tension, misunderstanding, and emotional strain. Functional Communication Training (FCT), a strategy rooted in Applied Behavior Analysis (ABA), offers a way to transform these challenging moments into opportunities for meaningful connection. At its core, FCT seeks to teach individuals more effective and socially appropriate ways to communicate their needs, desires, and feelings, reducing reliance on problematic behaviors.

This approach matters because communication is fundamental to human connection and well-being. When someone struggles to express themselves, frustration can grow, and behaviors that might seem disruptive or confusing emerge. Yet, beneath these behaviors often lies a clear message waiting to be understood. The tension here is between behavior as a form of communication and the socially accepted ways we expect people to express themselves. FCT works by bridging this gap, recognizing that even the most challenging behaviors serve a communicative function.

For example, consider a classroom where a nonverbal student frequently cries or pushes objects to gain attention or request help. Rather than simply discouraging the behavior, an ABA practitioner might introduce a communication system such as picture exchange cards or simple sign language. Over time, the student learns to hand over a picture or sign to request what they want, reducing distress for both the student and teacher. This real-world example highlights how FCT respects the individual’s needs while promoting clearer, more effective communication.

Historical Shifts in Understanding Communication and Behavior

The roots of Functional Communication Training can be traced back to broader shifts in psychology and education during the 20th century. Early behaviorist theories, like those of B.F. Skinner, emphasized observable behavior and reinforcement but often overlooked the communicative intent behind actions. Over time, scholars and practitioners began to recognize that behaviors, especially those labeled as “problematic,” often serve as a language for individuals who cannot easily express themselves through conventional speech.

Culturally, this shift reflects a broader human tendency to move from judgment toward empathy and understanding. Instead of punishing a child for “acting out,” the focus turns to uncovering what the behavior means—what the child is trying to say. This change parallels evolving attitudes toward disability and neurodiversity, where communication differences are approached as variations rather than deficits.

Examples of Functional Communication Training in Practice

FCT is not a single technique but a set of strategies tailored to individual needs and contexts. Here are some common examples:

1. Picture Exchange Communication System (PECS)

PECS is widely used, especially with individuals who have autism spectrum disorder. It involves teaching a person to exchange a picture of an item or activity to request it. For instance, a child might hand a picture of a snack to a caregiver instead of crying or grabbing food. This method respects cultural and developmental differences by providing a concrete, visual form of communication.

2. Sign Language or Gestures

Some individuals find gestures or basic sign language more accessible than spoken words. Teaching simple signs like “more,” “help,” or “finished” can reduce frustration and improve social interactions. This approach also connects to historical and cultural traditions of nonverbal communication, reminding us that spoken language is only one part of human expression.

3. Voice Output Communication Aids (VOCAs)

Technology has expanded the possibilities for FCT. Devices that produce spoken words when buttons are pressed allow individuals with limited speech to express themselves more fully. These tools reflect the interplay between human creativity, technology, and communication, showing how society adapts to support diverse needs.

4. Verbal Prompting and Modeling

Sometimes, teaching functional communication involves modeling appropriate language and reinforcing attempts to communicate verbally. For example, a teacher might prompt a student to say “I want toy” instead of grabbing it, gradually shaping more complex language skills over time.

Communication Dynamics and Emotional Patterns

FCT also reveals interesting emotional dynamics. When people learn new ways to express themselves, they often experience greater emotional regulation and self-confidence. The tension between expressing frustration through behavior and expressing needs through words or symbols is profound. It touches on identity and agency—how people see themselves and how others see them.

However, this process can also be challenging. Some may resist new communication methods because they feel unfamiliar or difficult. Caregivers and practitioners must navigate these emotional and practical challenges with patience and cultural sensitivity.

Opposites and Middle Way: Behavior vs. Communication

There is a subtle but important tension between viewing behavior strictly as something to be controlled and viewing it as communication to be understood. Some approaches emphasize strict behavior modification, focusing on reducing “bad” behaviors without addressing underlying communication needs. Others prioritize communication but may underestimate the role of environmental factors and reinforcement.

A balanced approach acknowledges that behavior and communication are intertwined. When one side dominates—either punishing behavior without teaching communication or focusing solely on communication without managing behavior—progress can stall. FCT embodies this middle way, integrating understanding with practical skill-building.

Irony or Comedy:

Two true facts about FCT: it teaches people to replace disruptive behavior with communication, and it often involves teaching simple signs or picture exchanges. Now, imagine a world where everyone, regardless of age or situation, had to use picture cards to order coffee or ask for directions. The absurdity of adults waving laminated cards in a bustling café highlights how context shapes communication norms. Yet, this playful image also underscores the serious reality that for some, these tools are essential lifelines to the world.

Reflecting on Functional Communication Training

Functional Communication Training invites us to reconsider what communication really means. It challenges assumptions about language, behavior, and connection. In a world that often prizes quick speech and polished conversation, FCT reminds us that communication is a broad, human experience—one that includes gestures, symbols, technology, and creativity.

As society continues to evolve, so too will our understanding of communication’s many forms. FCT provides a window into the ongoing human endeavor to connect, understand, and coexist despite differences. It also encourages reflection on how we respond to those who communicate differently, urging a blend of empathy, innovation, and respect.

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Throughout history, cultures have used various means—art, dance, sign, and ritual—to communicate beyond words. Functional Communication Training fits into this rich tapestry as a modern, evidence-aware practice that honors the timeless human need to be heard and understood.

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Many traditions and professions have long recognized the value of reflection and focused attention in understanding communication challenges. Whether through journaling, dialogue, or contemplative observation, these practices create space to notice subtle patterns in behavior and language. Functional Communication Training, grounded in careful observation and adaptive teaching, shares this reflective spirit.

For those interested in exploring the broader landscape of communication and behavior, resources such as Meditatist.com offer educational materials and community discussions that highlight the intersection of attention, learning, and human connection.

The writing of this article was overseen by Peter Meilahn, Licensed Professional Counselor, Oregon, USA (Oregon License C9007).

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