USING BEHAVIORAL INDICATION AND FUNCTIONAL COMMUNICATION TRAINING TO ESTABLISH AN INITIAL SIGN REPERTOIRE WITH A YOUNG-CHILD WITH SEVERE DISABILITIES

Functional communication training (FCT) has been an effective strategy for replacing challenging behavior with more socially acceptable beha vior that serves the same communicative function. In this study, the a pplication of FCT war; extended to replacing behavior that was communi cative, but not identified as challenging, A within-subject multiple b aseline design was used to teach a young girl with severe disabilities six target signs that were functionally equivalent to existing behavi or (e.g., leading, reaching). The use of the existing forms served as behavioral indication of motivation for determining appropriate occasi ons for teaching tile new forms, and teaching, occurred only in the pr esence of behavioral indication by the participant. Results showed suc cessful acquisition and discriminated use of the six signs. Implicatio ns of these findings are discussed.