Presenter(s)

• Kathleen King
• Nia Aldridge
• Amaal Khalil
• Samuel Fisher
• Lori Vincent

Abstract

FCT is an evidence-based intervention for reducing challenging behavior in autistic students, typically by teaching a single communicative response. This study examined the effects of teaching multiple functional communication responses (FCRs) simultaneously in a school setting. Three autistic students were taught FCRs aligned with escape, attention, and tangible functions using a concurrent multiple baseline design. All participants acquired multiple FCRs and showed reductions in challenging behavior, with response allocation consistent with identified reinforcement contingencies. Results support teaching multiple FCRs to enhance communication and behavioral outcomes.​