1
Chapter 1. Introduction
Autism Spectrum Disorder, (ASD) is a neurodevelopmental disorder that is
characterized by (a) persistent deficits in social communication and social interaction, and
(b) restricted, repetitive patterns of behavior, interest, or activities across multiple contexts
(American Psychiatric Association, 2013). Individuals with ASD often experience
challenges in areas such as social-emotional reciprocity, nonverbal communication used
for social interaction, and the ability to develop, maintain, and understand relationships.
These difficulties can significantly impact learning, particularly for young children, as
limited social and communication skills may interfere with learning opportunities that
occur through peer interactions and group settings. The severity of ASD symptomology
exists on a spectrum, and there is wide variation between children with the most intensive
and least intensive support needs (APA, 2013).
A subset of children with the most significant support needs have a limited ability
to communicate through speech (APA, 2013). In the absence of speech, these children use
other forms of behavior to express their wants and needs (Carr & Durand, 1985).
Sometimes these communicative behaviors are effective and adaptive. For example,
autistic leading—a nonverbal form of requesting—involves the child guiding an adult by
the wrist and placing the adult’s hand on the preferred item (Carr & Kemp, 1989; Rutter,
1978). Another example of effective and adaptive communicative behavior is pointing, in
which the child indicates the desired object by extending their finger toward it (Carr &
Kemp, 1989). In other situations, communicative behaviors can be ineffective or
maladaptive. Some communication attempts may be unclear or too subtle for others to
2
interpret accurately. For example, children who flap their hands when they are offered an
object may be indicating a request or rejecting the offer (Keen et al., 2001). Other
communication attempts may not be socially acceptable. For example, self-stimulatory or
stereotypic behaviors—commonly referred to as “stimming”—are thought to support self-
regulation by helping individuals manage overwhelming sensory input or emotional states.
While stimming can serve important adaptive functions, it may also be perceived by others
as disruptive or confusing, especially when its purpose is not well understood (Nolan and
McBride, 2015). In a study conducted by Morris et al. (2025), autistic adults completed a
survey describing their experiences and perceptions of stimming and the functions it served.
Participants reported that stimming could be both positive and negative, with negative
experiences typically associated with self-injury or social stigma. Despite stimming
frequently being described as beneficial, participants shared that they often felt compelled
to suppress these behaviors—a process referred to as “masking”—in order to avoid
judgment from others. Unfortunately, masking was reported to be exhausting, debilitating,
and, at times, impossible (Kapp et al., 2019). Still other communication attempts may
involve behaviors that pose a danger to the child or those around them (Minshawi et al.,
2014). Self-injurious behaviors refer to behaviors that result in physical harm to oneself.
Examples of self-injurious behaviors include banging (body and/or head), biting, choking
(neck), hitting (body and/or head), kicking (body and/or head), mouthing (hand), pica,
pinching, poking (ear and/or eye), pulling (hair), scratching, and self-restraint (Iwata et al.,
1994). These types of self-injurious behavior pose a significant risk to the health of children
with ASD.
3
Behaviorists who have studied communicative behavior have identified four main
functions—or reasons—behind a behavior: to gain social attention, to access tangible
items or activities, to escape or avoid aversive situations, and to obtain automatic
reinforcement from the behavior itself. (Cooper et al., 2019). Behaviors can be
strengthened through positive reinforcement or negative reinforcement. Positive
reinforcement may involve social attention, such as reactions from others, or access to
tangibles like preferred items. Some behaviors are maintained by automatic positive
reinforcement, where the behavior itself produces a reinforcing sensation. Negative
reinforcement occurs when behaviors allow escape from aversive situations or tasks,
either socially, like being sent out of class, or automatically, such as alleviating
discomfort. Importantly, the same reinforcement processes that strengthen desirable
behaviors also reinforce problematic ones, and identical behaviors can serve different
functions across individuals. For example, tantrums may be maintained by attention in one
child and escape in another. Therefore, understanding the function of a behavior is more
informative for intervention than focusing only on how the behavior looks. (Cooper et al.,
2019).
One approach for improving the communication repertories of children who use
ineffective or maladaptive communicative behaviors is functional communication training
(FCT; Carr & Durand, 1985). FCT involves three steps. First, the interventionist uses a
functional behavior assessment to identify the function of the problem behavior. A
functional behavior assessment involves gathering information through indirect (e.g.,
interviews, questionnaires), direct observation of the behavior in context, and data
4
collection to identify antecedent and consequences that maintain behavior. A critical
component of a functional behavior assessment involves functional analysis, in which the
function of the behavior is confirmed experimentally. A functional analysis involves
systematically manipulating antecedent and consequences in a controlled environment to
test which conditions evoke and maintain the problem behavior. Once the function of the
behavior is identified, the interventionist selects a functionally equivalent behavior that is
effective and socially appropriate. For example, if a child engages in aggression to
communicate a desire for attention, a replacement behavior might be tapping an adult on
the shoulder to gain attention. Or if a child engages in self-injury to communicate escape
from demands, a replacement behavior might be using a break card or saying “Break,
please.” Next, the interventionist teaches the child to use the replacement behavior by
providing prompts (e.g. physical guidance, modeling, verbal or visual cues). Finally, the
interventionist systematically reinforces the replacement behavior, and when the child
uses the ineffective or maladaptive behavior, the interventionists prompts the child to use
the replacement behavior (Carr & Durand, 1985; Hagopian et al., 1998; (Steinbrenner et
al., 2020).
A robust body of evidence confirms that FCT has the potential to reduce
maladaptive behavior while simultaneously increasing effective and socially appropriate
communication (Durand, 1999; Tiger et al., 2008; Hagopian et al., 1998; Casey et al.,
2006; Wacker et al., 2013). In their systematic review of the literature, Steinbrenner et al.
(2020) identified FCT as an evidence-based practice for students with ASD, supported by
31 experimental studies. Specifically, they identified FCT as an evidence-based practice
5
for children ages 3 to 18 to improve communication skills to express wants, needs,
choices, feelings, and ideas; social skills to engage effectively with others; play skills for
using toys and leisure materials appropriately; school readiness skills; adaptive and
selfhelp skills to promote independence and personal care; and strategies for reducing or
eliminating challenging and interfering behaviors (Steinbrenner et al., 2020).
While the review by Steinbrenner et al. (2020) draws important conclusions about
the overall efficacy of FCT across a wide range of ages, leaving questions about the
specific application and effectiveness of FCT in young children with ASD. To address this
gap, the present systematic review examines single-case design studies that have
implemented FCT with young children diagnosed with ASD. Specifically, this review
aimed to address the following research questions:
1. What are the effects of functional communication training on young children on
the autism spectrum in the single-case design literature?
2. In this literature, what types of behaviors were replaced, and what types or
replacement behavior were used?
3. In what ways do intervention procedures vary across procedures for functional
communication training across this literature?
6
Chapter 2. Method
Inclusion and Exclusion Criteria
I included studies that were published in peer-reviewed journals and written in
English. Furthermore, I included studies if they (a) included participants who were at or
below the age of 8 years old who have been diagnosed with ASD, (b) tested the
effectiveness of FCT interventions, and (c) utilized a single-case design to evaluate the
efficacy of the intervention. Specifically, single-case designs must have included at least
three opportunities to demonstrate and replicate experimental effects. Single-case designs
were selected because they are the most appropriate methodology for analyzing
individualized behavioral interventions like FCT, particularly in young children with ASD,
allowing for demonstration of experimental control, replication across participants, and
detailed analysis of behavior change over time. Because diagnostic labels and definitions
have changed over time, I did include studies that described participants with diagnoses
that no longer exist and would now fall under ASD according to the DSM-5 (e.g.,
Asperger’s syndrome, Pervasive Developmental Delay). I excluded studies that (a)
involved parent-implemented FCT, (b) failed to isolate the effects of FCT, and (c)
included participants with comorbidities alongside their ASD diagnosis.
Search Strategies
I searched the PsychInfo database using the following search string: (“functional
communication training” OR “FCT”) AND (autis* OR ASD). The initial search generated
266 hits. After removing duplicate records and articles for other reasons, 224 articles
remained. Next, I completed an initial screening, which included screening titles and
7
abstracts to determine if studies (a) were experimental, (b) included participants within the
8 and below age range and were diagnosed with ASD, and (c) evaluated the effects or
outcomes of an FCT intervention. After completing the initial screening, 19 were moved
on to full-text review, which included applying the inclusion and exclusion criteria
previously mentioned. After full-text review, I identified 11 studies that met inclusion
criteria. Information regarding the search and identification of studies for this review can
be found in Figure 1.
8
Figure 1: Flow Diagram of Record Retrieval and Removal, Adapted From the PRISMA
Statement for Reporting Systematic Reviews.
9
Coding Procedures
During the full-text review, I documented details on the study design,
generalization and maintenance, participant demographics, intervention settings and
agents, intervention components, and experimental effects.
Study Design, Generalization, and Maintenance
I coded all studies within the full-text review by their study design, and whether
generalization and/or maintenance were also observed. I coded study designs as
withdrawal, multiple-baseline, alternating treatments, or changing criterion designs.
Participants, Settings, and Intervention Agents
I coded the number of participants and their age (rounded to the nearest year). I
coded and listed all intervention settings, including clinic-based settings, classroom-based
settings, home-based settings, therapy centers, and community-based settings. I coded
behaviors that were replaced in the intervention. I coded intervention agents, the
individuals who provided the intervention to the participants, as study researchers,
teachers, or therapists. I also coded interventions used alongside FCT, including
extinction, delayed reinforcement, progressive time delay, generalization of languages,
noncontingent reinforcement, constant time delay, presession access to reinforcers,
chained schedules of reinforcement, and response blocking.
Summary of Experimental Effects
In this study, I used visual analysis to evaluate each dependent measure that met
criteria for FCT, aiming to determine whether a functional relation existed between the
10
independent and dependent variable and to calculate success estimates. Visual analysis
was conducted following the procedures outlined by Kratochwill et al. (2010), which
involve four key steps: (a) confirming that baseline data were stable, (b) examining the
level, trend, and variability within each phase of the data, (c) assessing overlap,
immediacy of effects, and consistency of data across phases to determine whether changes
in the dependent variable coincided with the introduction or removal of the intervention,
and (d) using this information to identify whether at least three demonstrations of effect
occurred. Based on the outcomes of this visual analysis, the researchers generated success
estimates, defined as the ratio of demonstrated effects to total opportunities for
demonstration (Reichow & Volkmar, 2010). These estimates were reported as fractions,
with the numerator representing the number of observed effects and the denominator
representing the number of opportunities for those effects to occur.
One study (Banerjee et al., 2022) included more than one experiment. For this
study, separate success estimates were calculated for each dependent measure within each
experiment, resulting in more than one estimate per outcome. For example, Banerjee et al.
(2022) implemented two distinct modified reversal designs across two participants,
necessitating the calculation of separate success estimates for each experiment.
Table 1 Overview of Findings from the Reviewed Studies
11
12
Chapter 3. Results
Study Design, Generalization, and Maintenance
All studies utilized a single-case research design. A majority of these studies (n =
6; 55%) used a reversal/withdrawal design, and some with variations; These variations
included two studies with a standard reversal design, three studies with a modified
reversal design (e.g., ABABCDEFG [Anderson et al., 2016], ABCBC and CBCBD
[Banerjee et al., 2022], and ABCDADCEAEC [Boyle et al., 2017]), and one study with a
multiple treatment reversal design. The remainder of the studies in this literature review
utilized multiple baseline/probe design (n = 3; 27%), changing criterion design (n = 1;
9%), and alternating treatments design (n = 1; 9%). The study with the alternating
treatments design compared whether giving the participant access to reinforcers before
FCT versus no access affected behavior.
Participants, Settings, and Intervention Agents
A total of 17 participants with ASD were described across the 11 included studies.
The range of participants ages was 4-8 and the average age was 5.88 years old. The
median age of participants was 6, and the mode of the participants’ ages was bimodal,
with 4 and 8 appearing six times.
The studies within this literature review contain a range of intervention settings,
including clinic-based settings (n = 6), classroom-based settings (n = 3), home-based
settings (n = 2), therapy centers (n = 1), and community-based settings (n = 1). The most
frequently occurring setting was clinic-based, and the least commonly occurring setting
was a therapy center and a community-based setting. Two studies (Anderson et al., 2016:
13
Boyle et al., 2017) were classified under multiple settings, as the interventions were
implemented in more than one setting.
Most of the studies within this literature review reported therapists as the intervention
agents (n = 4), researchers (n = 3), teachers (n = 2), and graduate students/PhD faculty (n
= 2).
Intervention Components
All included studies used Functional Communication Training (FCT) as part of their
intervention and measured its effects on challenging behaviors and functional
communication in children with ASD. Data regarding study outcomes are reported in
Table 1. While all studies implemented FCT as a core component, the procedures varied
across studies. Keen et al. (2001) used FCT alone to replace prelinguistic behaviors with
behaviors that were easier for communication partners to recognize and interpret.
Anderson et al. (2016) implemented FCT combined with extinction and delayed
reinforcement, gradually increasing delays from 15 seconds to 5 minutes. Boyle et al.
(2017) combined FCT with extinction, noncontingent reinforcement, and progressive
time delay to address stereotypy and problem behaviors (e.g., aggression, negative
vocalizations, property destruction). Banerjee et al. (2022) implemented FCT with
extinction, progressive time delay, and generalization of languages with two bilingual
children. Davis et al. (2009) combined FCT with constant time delay, extinction, and
presession access to reinforcers. Presession access was defined as participants engaging
with the reinforcer for 15 minutes prior to the implementation of FCT, whereas in the
14
noaccess condition, participants were withheld access to reinforcers for at least two
hours.
Mancil et al. (2006) implemented FCT combined with constant time delay and extinction
procedures to evaluate effects on problem behaviors and verbal mands. Napolitano et al.
(2007) used FCT combined with response blocking (interrupting completion of the
response) and progressive time delay, increasing delays from 1 second to 240 seconds.
Sigafoos et al. (1996) implemented FCT with progressive time delay, increasing from 1
second to 3 seconds to assess effects on problem behaviors and verbal mands. Torelli et
al. (2016) used FCT combined with extinction and progressive time delay, increasing by
5-second increments to a terminal delay of 30 seconds. Two additional studies
(Falcomata, White et al., 2012; Falcomata, Roane et al., 2012) combined FCT with a
chained schedule of reinforcement. In both studies, the first link of the chain was a fixed
ratio 1 schedule in which mands for a stimulus were reinforced, followed by a second
link consisting of a fixed time 30-second schedule during which reinforcers were
provided.
Experimental Effects
Data regarding experimental effects are reported in Table 1. Success estimates
were calculated for each reported outcome measure across the 11 included studies.
Experimental effects were demonstrated in 17 out of 19 opportunities for functional
communication improvements. Ten studies had only one experiment and demonstrated 15
out of 15 opportunities for functional communication improvements. One study (Banerjee
et al., 2022) had two experiments: the first experiment showed that participants did not
15
spontaneously switch to an untrained language when requests were ignored and continued
to exhibit challenging behavior, whereas in the second experiment, explicit training to
alternate between languages led to successful reinforcement and low rates of challenging
behavior. Accordingly, this study contributed a success estimate of 2 successes across 4
total opportunities. All studies showed success in reducing challenging behaviors,
increasing functional communication, promoting independent responding at the
conclusion of their study, and, in some cases, demonstrated maintenance and
generalization. Specifically, all 11 studies reported reductions in aggression, self-injury,
property destruction, and/or other maladaptive behaviors at the conclusion of their study.
However, only four studies (Sigafoos et al., 1996; Napolitano et al., 2007; Banerjee et al.,
2022; Falcomata, White et al., 2012) explicitly included maintenance or generalization
phases, indicating a need for further research in this area to assess the durability of
intervention effects.
Discussion
This review was conducted to synthesize the existing evidence on FCT
specifically for young children with ASD, as prior literature had not comprehensively
examined single-case design studies targeting this population. Given the critical
importance of early intervention in promoting communication skills and reducing
challenging behavior, as well as considerable variability in the implementation and
evaluation of FCT, this review helps clarify the current state of the evidence base and
identifies gaps related to intervention components, maintenance, and generalization
outcomes. To enhance consistency and interpretability, studies were included only if they
16
exclusively involved participants with a diagnosis of ASD without additional
comorbidities and if FCT was delivered by trained interventionists rather than parents.
Notably, many of the studies did not evaluate FCT in isolation but incorporated additional
intervention components. Ten studies implemented one or more procedures such as
extinction, delayed reinforcement, progressive time delay, generalization of languages,
noncontingent reinforcement, constant time delay, presession access to reinforcers,
chained schedules of reinforcement, and response blocking. Interventions that included
these augmentations frequently demonstrated more rapid acquisition of appropriate
communication responses and steeper reductions in challenging behavior, with some
studies also reporting positive maintenance or generalization outcomes. This review set
out to answer three research questions: (1) What are the effects of functional
communication training on young children on the autism spectrum in the single-case
design literature? (2) In this literature, what types of behaviors were replaced, and what
types or replacement behavior were used? (3) In what ways do intervention procedures
vary across procedures for functional communication training across this literature? I
identified 11 single-case design studies that included 17 young children with ASD.
Results consistently showed that FCT was an effective means to reduce challenging
behavior and increase socially appropriate communication. These findings extend the
literature on FCT for young children with ASD in a number of ways.
First, FCT consistently produced sizable decreases in challenging behavior and
parallel increases in functional communication across the studies reviewed. This means
that, when a thorough functional analysis was conducted to identify the purpose the
17
problem behavior served (e.g., gaining attention, escaping demands), and a replacement
communicative response was taught and reinforced, children rapidly shifted from using
maladaptive behaviors to using more appropriate ways to get their needs met. Based on
these results, there is strong support for recommending FCT as an intervention for
children with ASD and related developmental disabilities who engage in severe or
disruptive behaviors. FCT appears especially well suited for young children, as early
intervention capitalizes on developmental plasticity—the brain’s capacity to reorganize
itself in response to new learning—and may help prevent the escalation and entrenchment
of dangerous behaviors over time (Dawson, 2008). Early use of FCT has the potential not
only to improve communication skills but also to alter a child’s developmental trajectory
by promoting more adaptive interaction patterns, increasing social participation, and
reducing exclusion from educational and community settings. Moreover, by replacing
violent or self-injurious behaviors with safer, effective communication, FCT has
significant potential to improve the health, safety, and emotional well-being of both
children and their families. Families often experience chronic stress and risk of injury
when severe behaviors go untreated, and interventions like FCT can create a more stable,
positive home environment and reduce the need for more restrictive interventions later in
life.
Second, the studies used a range of replacement behaviors to replace a variety of
ineffective or maladaptive behaviors. The most frequently addressed behaviors were
aggression, self-injury, property destruction, stereotypy, and tantrums. Replacement
responses ranged from simple spoken mands and picture-exchange requests to activation
18
of speech-generating devices. In every study, the new response gave children direct
access to the same reinforcer that had maintained the problem behavior, underscoring the
importance of functional alignment. When selecting a replacement behavior, it is critical
to consider several factors to ensure the intervention is effective and sustainable. First, the
behavior must be within the child’s current skill repertoire or be readily teachable; for
some children, this may involve a spoken word or phrase, while for others, handing over
a picture or pressing a button on a device may be more appropriate. Second, the context
and practicality of the communication response must be considered, as the replacement
behavior needs to be feasible in all settings where the problem behavior occurs. For
example, a child might be able to use a picture card at home but not have access to it in
the community, or a spoken response might be difficult to hear in a noisy environment.
Third, access to materials and technology plays an important role. While some studies
incorporated high-tech solutions like speech-generating devices, others demonstrated that
low-tech options—such as manual signs, gestures, or picture exchange—can be just as
effective. This reinforces that high-tech technology is not a requirement for using FCT;
rather, success depends on selecting a replacement behavior that is functionally
equivalent, easy for the child to produce, and practical to use consistently across
environments.
A variety of intervention procedures were implemented across studies to enhance
the effectiveness and durability of FCT. Progressive time delay procedures, which
gradually increase the interval before a prompt is provided, were incorporated to promote
independent communication by systematically reducing prompt dependence over time. In
19
contrast, constant time delay maintained a fixed interval between the presentation of the
cue and the delivery of the prompt, which can help establish consistent expectations and
facilitate acquisition for individuals who benefit from predictable routines. Delayed
reinforcement was introduced in some interventions to teach learners to tolerate longer
delays between emitting an appropriate communicative response and receiving
reinforcement, an important skill for generalizing communication to natural settings
where immediate reinforcement is not always feasible. Chained schedules of
reinforcement were used when challenging behavior was maintained by multiple
reinforcers, requiring the learner to complete a sequence of responses before accessing
the terminal reinforcement. This approach is particularly beneficial when addressing
multiply maintained behavior or teaching tolerance of delay and transitions between
reinforcement conditions. Noncontingent reinforcement was implemented to reduce
automatically maintained stereotypy by providing continuous access to preferred but
arbitrary items that could compete with the sensory reinforcement produced by
stereotypic behavior. In some cases, this strategy was combined with FCT and
progressive time delay to strengthen appropriate requests while simultaneously
diminishing motivation to engage in stereotypy. Presession access to reinforcers was
similarly used to decrease the value of the maintaining reinforcer before intervention
sessions, reducing the likelihood of problem behavior during instructional periods.
Response blocking was implemented to physically prevent the occurrence of problem
behavior while simultaneously reinforcing the replacement communicative response,
supporting safety and response reduction early in intervention. Finally, generalization of
20
languages involved explicitly teaching children to use communication skills across
multiple languages to promote transfer and maintenance of functional communication in
diverse contexts, an important consideration for bilingual learners. Overall, procedures
differed across studies in how they arranged reinforcement and extinction contingencies,
whether they incorporated time delays, chained schedules, or delayed reinforcement, and
the extent to which additional elements such as competing items, presession access, or
language generalization strategies were added to optimize communication outcomes and
reduce problem behavior.
Implications for Practice
These findings support the use of FCT in clinical, school, and home settings to
reduce challenging behavior and promote functional communicative responses.
Practitioners should ensure that FCT interventions are customized to each individual, to
fit their function of the target behavior, and should also consider incorporating additional
strategies—such as extinction of maladaptive behaviors, progressive time delay to
promote independence responses, delayed reinforcement to promote tolerance, chained
schedules to build response persistence, presession access to reduce establishing
operations, and language generalization techniques to support communication across
settings and contexts. These enhancements can strengthen treatment outcomes, improve
long-term maintenance, and increase the likelihood that communication skills will
generalize beyond the treatment environment.
21
Limitations and Future Directions for Research
While the evidence for FCT is strong, several limitations were at play across the
reviewed studies. One notable limitation of the reviewed literature is the minimal
attention paid to high-tech Augmentative and Alternative Communication (AAC)specific
outcomes. AACs are devices that support or replace spoken language and are commonly
used by individuals with limited verbal abilities. For children with ASD, AAC devices
can significantly enhance expressive communication and reduce maladaptive behaviors
(Iacono et al., 2016). Although all participants had limited verbal communicative acts,
only one study (Torelli et al., 2016) had examined how FCT influenced high-tech AAC-
based manding compared to other modalities. Future research should prioritize separating
communication data by modality (i.e., verbal, PECS, AAC device) to clarify whether
FCT promotes increased use of high-tech AAC devices.
Additionally, only 4 studies (Sigafoos et al, 1996; Napolitano et al., 2007; Banerjee et al,
2022; Falcomata, White et al., 2012) addressed maintenance and generalization,
indicating a need for further research to assess the long-term outcomes of FCT.
Expanding the participant population to include learners with different baseline
communication skills, bilingual learners, or multi-modal communicative systems may
also increase the external validity.
Another limitation is that I coded all of the studies myself, which meant I was not
able to calculate inter-coder reliability. This may have introduced subjectivity or bias in
how studies were classified and evaluated. In future work, researchers should include a
reliability coder to establish agreement and strengthen the methodological rigor.
22
Finally, the scope of this review was intentionally limited by excluding studies
involving participants with comorbid diagnoses and studies evaluating
parentimplemented FCT. While this decision allowed me to focus on FCT for children
with
ASD in interventionist-led contexts, it also restricts the generalizability of the results to
real-world settings, where comorbidities are common, and parents are often the primary
caregivers and communication partners who play a key role in whether and how
interventions are carried over into everyday life. Future research should examine how
FCT performs in more complex clinical presentations and when parent-implemented to
better inform practice in naturalistic environments.
Conclusion
FCT is a highly effective intervention for addressing challenging behaviors and
increasing communication in children with ASD. The addition of chained schedules,
delay procedures, and language generalization strategies enhances the impact it provides.
At this time, further research is needed to better understand these interventions and which
combination of strategies is the most effective for students and further research is needed
to measure generalization of functional communicative responses.
23
Bibliography
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental
Disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890
Anderson, E., Barretto, A., McLaughlin, T. F., & McQuaid, T. (2016). Effects of
functional communication training with and without delays to decrease aberrant
behavior in a child with autism spectrum disorder. Journal on Developmental
Disabilities, 22(1), 101–110.
Banerjee, I., Lambert, J. M., Copeland, B. A., Paranczak, J. L., Bailey, K. M., & Standish,
C. M. (2022). Extending functional communication training to multiple language
contexts in bilingual learners with challenging behavior. Journal of Applied
Behavior Analysis, 55(1), 80–100. https://doi-
org.proxy.lib.ohiostate.edu/10.1002/jaba.883
Boyle, M. A., Ortman, M. E., Beckman, A. C., Aholt, S. L., & Keenan, G. L. (2018).
Functional communication training and noncontingent reinforcement in treatment
of stereotypy. Behavioral Interventions, 33(1), 79–86.
https://doiorg.proxy.lib.ohio-state.edu/10.1002/bin.1514
Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional
communication training. Journal of Applied Behavior Analysis, 18(2), 111–126.
https://doi.org/10.1901/jaba.1985.18-111
Carr, E. G., & Kemp, D. C. (1989). Functional equivalence of autistic leading and
communicative pointing: analysis and treatment. Journal of Autism and
Developmental Disorders, 19(4), 561–578. https://doi.org/10.1007/BF02212858
24
Casey, S. D., & Merical, C. L. (2006). The use of functional communication training
without additional treatment procedures in an inclusive school setting. Behavioral
Disorders, 32(1), 46–54. https://doi.org/10.1177/019874290603200102
Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd ed.).
Pearson Education.
Davis, T. N., O’Reilly, M. F., Kang, S., Rispoli, M., Lang, R. B., Machalicek, W., Chan, J.
M., Lancioni, G., & Sigafoos, J. (2009). Impact of presession access to toys
maintaining challenging behavior on functional communication training: a single
case study. Journal of Developmental and Physical Disabilities, 21(6), 515–521.
https://doi-org.proxy.lib.ohio-state.edu/10.1007/s10882-009-9158-4
Dawson, G. (2008). Early behavioral intervention, brain plasticity, and the prevention of
autism spectrum disorder. Development and Psychopathology, 20(3), 775–803.
https://doi.org/10.1017/S0954579408000370
Durand, V. M. (1999). Functional communication training using assistive devices:
recruiting natural communities of reinforcement. Journal of Applied Behavior
Analysis, 32(3), 247–267. https://doi.org/10.1901/jaba.1999.32-247
Falcomata, T. S., Roane, H. S., Muething, C. S., Stephenson, K. M., & Ing, A. D. (2012).
Functional communication training and chained schedules of reinforcement to
treat challenging behavior maintained by terminations of activity interruptions.
Behavior Modification, 36(5), 630–649. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/0145445511433821
Falcomata, T. S., White, P., Muething, C. S., & Fragale, C. (2012). A functional
communication training and chained schedule procedure to treat challenging
25
behavior with multiple functions. Journal of Developmental and Physical
Disabilities, 24(6), 529–538. https://doi-
org.proxy.lib.ohiostate.edu/10.1007/s10882-012-9287-z
Hagopian, L. P., & Frank-Crawford, M. A. (2018). Classification of self-injurious
behavior across the continuum of relative environmental–biological influence.
Journal of Intellectual Disability Research, 62(12), 1108–1113.
https://doi.org/10.1111/jir.12430
Hagopian, L. P., Fisher, W. W., Sullivan, M. T., Acquisto, J., & LeBlanc, L. A. (1998).
Effectiveness of functional communication training with and without extinction
and punishment: a summary of 21 inpatient cases. Journal of Applied Behavior
Analysis, 31(2), 211–235. https://doi.org/10.1901/jaba.1998.31-211
Iacono, T., Trembath, D., & Erickson, S. (2016). The role of augmentative and alternative
communication for children with autism: current status and future trends.
Neuropsychiatric Disease and Treatment, 12, 2349–2361.
https://doi.org/10.2147/NDT.S95967
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994).
Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis,
27(2), 197–209. https://doi.org/10.1901/jaba.1994.27-197
Iwata, B. A., Pace, G. M., Dorsey, M. F., & Zarcone, J. R. (1994). The functions of
selfinjurious behavior: an experimental-epidemiological analysis. Journal of
Applied
Behavior Analysis, 27(2), 215–240. https://doi.org/10.1901/jaba.1994.27-215
Kapp S. K., Steward R., Crane L., Elliott D., Elphick C., Pellicano E., Russell G. (2019).
26
‘People should be allowed to do what they like’: autistic adults’ views and
experiences of stimming. Autism, 23(7), 1782–
1792. https://doi.org/10.1177/1362361319829628
Keen, D., Sigafoos, J., & Woodyatt, G. (2001). Replacing prelinguistic behaviors with
functional communication. Journal of Autism and Developmental Disorders,
31(4), 385–398. https://doi-org.proxy.lib.ohiostate.edu/10.1023/A:1010612618969
Kratochwill, T. R., & Levin, J. R. (2010). Enhancing the scientific credibility of
singlecase intervention research: Randomization to the rescue. Psychological
Methods, 15(2), 124–144. https://doi.org/10.1037/a0017736
Mancil, G. R., Conroy, M. A., Nakao, T., & Alter, P. J. (2006). Functional communication
training in the natural environment: a pilot investigation with a young child with
autism spectrum disorder. Education & Treatment of Children, 29(4), 615–633.
Minshawi, N. F., Hurwitz, S., Fodstad, J. C., Biebl, S., Morriss, D. H., & McDougle, C. J.
(2014). The association between self-injurious behaviors and autism spectrum
disorders. Psychology Research and Behavior Management, 7, 125–136.
https://doi.org/10.2147/PRBM.S44635
Morris, I. F., Sykes, J. R., Paulus, E. R., Dameh, A., Razzaque, A., Esch, L. V., Gruenig,
J., & Zelazo, P. D. (2025). Beyond self-regulation: autistic experiences and
perceptions of stimming. Neurodiversity, 3.
https://doi.org/10.1177/27546330241311096
Napolitano, D. A., Blakkman, L. A., Kohl, L. B., Vallese, H. M., & McAdam, D. B.
(2007). The use of functional communication training to reduce pica. The Journal
of Speech and Language Pathology - Applied Behavior Analysis, 2(1), 25–31.
https://doi-org.proxy.lib.ohio-state.edu/10.1037/h0100206
27
Nolan, J., McBride, M. (2015). Embodied semiosis: autistic ‘stimming’ as sensory praxis.
In: Trifonas, P. (eds) International Handbook of Semiotics. Springer, Dordrecht.
https://doi.org/10.1007/978-94-017-9404-6_48
Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with
autism: evaluation for evidence-based practices within a best evidence synthesis
framework. Journal of Autism and Developmental Disorders, 40(2), 149–166.
https://doi.org/10.1007/s10803-009-0842-0
Rutter, M. (1978). Diagnosis and definition of childhood autism. Journal of Autism and
Childhood Schizophrenia, 8, 139–161. https://doi.org/10.1007/BF01537863
Sigafoos, J., & Meikle, B. (1996). Functional communication training for the treatment of
multiply determined challenging behavior in two boys with autism. Behavior
Modification, 20(1), 60–84. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/01454455960201003
Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski,
B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020).
Evidence-based practices for children, youth, and young adults with autism. The
University of North Carolina at Chapel Hill, Frank Porter Graham Child
Development Institute, National Clearinghouse on Autism Evidence and Practice
Review Team.
Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A
review and practical guide. Behavior Analysis in Practice, 1(1), 16–23.
https://doi.org/10.1007/BF03391716
28
Torelli, J. N., Lambert, J. M., Da Fonte, M. A., Denham, K. N., Jedrzynski, T. M., &
Houchins-Juarez, N. J. (2016). Assessing acquisition of and preference for mand
topographies during functional communication training. Behavior Analysis in
Practice, 9(2), 165–168. https://doi-org.proxy.lib.ohio-
state.edu/10.1007/s40617015-0083-y
Wacker, D. P., Lee, J. F., Dalmau, Y. C. P., Kopelman, T. G., Lindgren, S. D., Kuhle, J., &
Waldron, D. B. (2013). Conducting functional communication training via
telehealth to reduce the problem behavior of young children with autism. Journal
of Developmental and Physical Disabilities, 25(1), 35–48.
https://doi.org/10.1007/s10882-012-9314-0
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental
Disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890
Anderson, E., Barretto, A., McLaughlin, T. F., & McQuaid, T. (2016). Effects of
functional communication training with and without delays to decrease aberrant
behavior in a child with autism spectrum disorder. Journal on Developmental
Disabilities, 22(1), 101–110.
Banerjee, I., Lambert, J. M., Copeland, B. A., Paranczak, J. L., Bailey, K. M., & Standish,
C. M. (2022). Extending functional communication training to multiple language
contexts in bilingual learners with challenging behavior. Journal of Applied
Behavior Analysis, 55(1), 80–100. https://doi-
org.proxy.lib.ohiostate.edu/10.1002/jaba.883
Boyle, M. A., Ortman, M. E., Beckman, A. C., Aholt, S. L., & Keenan, G. L. (2018).
Functional communication training and noncontingent reinforcement in treatment
of stereotypy. Behavioral Interventions, 33(1), 79–86.
https://doiorg.proxy.lib.ohio-state.edu/10.1002/bin.1514
29
Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional
communication training. Journal of Applied Behavior Analysis, 18(2), 111–126.
https://doi.org/10.1901/jaba.1985.18-111
Carr, E. G., & Kemp, D. C. (1989). Functional equivalence of autistic leading and
communicative pointing: analysis and treatment. Journal of Autism and
Developmental Disorders, 19(4), 561–578. https://doi.org/10.1007/BF02212858
Casey, S. D., & Merical, C. L. (2006). The use of functional communication training
without additional treatment procedures in an inclusive school setting. Behavioral
Disorders, 32(1), 46–54. https://doi.org/10.1177/019874290603200102
Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd ed.).
Pearson Education.
Davis, T. N., O’Reilly, M. F., Kang, S., Rispoli, M., Lang, R. B., Machalicek, W., Chan, J.
M., Lancioni, G., & Sigafoos, J. (2009). Impact of presession access to toys
maintaining challenging behavior on functional communication training: a single
case study. Journal of Developmental and Physical Disabilities, 21(6), 515–521.
https://doi-org.proxy.lib.ohio-state.edu/10.1007/s10882-009-9158-4
Dawson, G. (2008). Early behavioral intervention, brain plasticity, and the prevention of
autism spectrum disorder. Development and Psychopathology, 20(3), 775–803.
https://doi.org/10.1017/S0954579408000370
Durand, V. M. (1999). Functional communication training using assistive devices:
recruiting natural communities of reinforcement. Journal of Applied Behavior
Analysis, 32(3), 247–267. https://doi.org/10.1901/jaba.1999.32-247
30
Falcomata, T. S., Roane, H. S., Muething, C. S., Stephenson, K. M., & Ing, A. D. (2012).
Functional communication training and chained schedules of reinforcement to
treat challenging behavior maintained by terminations of activity interruptions.
Behavior Modification, 36(5), 630–649. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/0145445511433821
Falcomata, T. S., White, P., Muething, C. S., & Fragale, C. (2012). A functional
communication training and chained schedule procedure to treat challenging
behavior with multiple functions. Journal of Developmental and Physical
Disabilities, 24(6), 529–538. https://doi-
org.proxy.lib.ohiostate.edu/10.1007/s10882-012-9287-z
Hagopian, L. P., & Frank-Crawford, M. A. (2018). Classification of self-injurious
behavior across the continuum of relative environmental–biological influence.
Journal of Intellectual Disability Research, 62(12), 1108–1113.
https://doi.org/10.1111/jir.12430
Hagopian, L. P., Fisher, W. W., Sullivan, M. T., Acquisto, J., & LeBlanc, L. A. (1998).
Effectiveness of functional communication training with and without extinction
and punishment: a summary of 21 inpatient cases. Journal of Applied Behavior
Analysis, 31(2), 211–235. https://doi.org/10.1901/jaba.1998.31-211
Iacono, T., Trembath, D., & Erickson, S. (2016). The role of augmentative and alternative
communication for children with autism: current status and future trends.
Neuropsychiatric Disease and Treatment, 12, 2349–2361.
https://doi.org/10.2147/NDT.S95967
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994).
31
Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis,
27(2), 197–209. https://doi.org/10.1901/jaba.1994.27-197
Iwata, B. A., Pace, G. M., Dorsey, M. F., & Zarcone, J. R. (1994). The functions of
selfinjurious behavior: an experimental-epidemiological analysis. Journal of
Applied
Behavior Analysis, 27(2), 215–240. https://doi.org/10.1901/jaba.1994.27-215
Kapp S. K., Steward R., Crane L., Elliott D., Elphick C., Pellicano E., Russell G. (2019).
‘People should be allowed to do what they like’: autistic adults’ views and
experiences of stimming. Autism, 23(7), 1782–
1792. https://doi.org/10.1177/1362361319829628
Keen, D., Sigafoos, J., & Woodyatt, G. (2001). Replacing prelinguistic behaviors with
functional communication. Journal of Autism and Developmental Disorders,
31(4), 385–398. https://doi-org.proxy.lib.ohiostate.edu/10.1023/A:1010612618969
Kratochwill, T. R., & Levin, J. R. (2010). Enhancing the scientific credibility of
singlecase intervention research: Randomization to the rescue. Psychological
Methods, 15(2), 124–144. https://doi.org/10.1037/a0017736
Mancil, G. R., Conroy, M. A., Nakao, T., & Alter, P. J. (2006). Functional communication
training in the natural environment: a pilot investigation with a young child with
autism spectrum disorder. Education & Treatment of Children, 29(4), 615–633.
Minshawi, N. F., Hurwitz, S., Fodstad, J. C., Biebl, S., Morriss, D. H., & McDougle, C. J.
(2014). The association between self-injurious behaviors and autism spectrum
disorders. Psychology Research and Behavior Management, 7, 125–136.
https://doi.org/10.2147/PRBM.S44635
32
Morris, I. F., Sykes, J. R., Paulus, E. R., Dameh, A., Razzaque, A., Esch, L. V., Gruenig,
J., & Zelazo, P. D. (2025). Beyond self-regulation: autistic experiences and
perceptions of stimming. Neurodiversity, 3.
https://doi.org/10.1177/27546330241311096
Napolitano, D. A., Blakkman, L. A., Kohl, L. B., Vallese, H. M., & McAdam, D. B.
(2007). The use of functional communication training to reduce pica. The Journal
of Speech and Language Pathology - Applied Behavior Analysis, 2(1), 25–31.
https://doi-org.proxy.lib.ohio-state.edu/10.1037/h0100206
Nolan, J., McBride, M. (2015). Embodied semiosis: autistic ‘stimming’ as sensory praxis.
In: Trifonas, P. (eds) International Handbook of Semiotics. Springer, Dordrecht.
https://doi.org/10.1007/978-94-017-9404-6_48
Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with
autism: evaluation for evidence-based practices within a best evidence synthesis
framework. Journal of Autism and Developmental Disorders, 40(2), 149–166.
https://doi.org/10.1007/s10803-009-0842-0
Rutter, M. (1978). Diagnosis and definition of childhood autism. Journal of Autism and
Childhood Schizophrenia, 8, 139–161. https://doi.org/10.1007/BF01537863
Sigafoos, J., & Meikle, B. (1996). Functional communication training for the treatment of
multiply determined challenging behavior in two boys with autism. Behavior
Modification, 20(1), 60–84. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/01454455960201003
33
Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski,
B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020).
Evidence-based practices for children, youth, and young adults with autism. The
University of North Carolina at Chapel Hill, Frank Porter Graham Child
Development Institute, National Clearinghouse on Autism Evidence and Practice
Review Team.
Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A
review and practical guide. Behavior Analysis in Practice, 1(1), 16–23.
https://doi.org/10.1007/BF03391716
Torelli, J. N., Lambert, J. M., Da Fonte, M. A., Denham, K. N., Jedrzynski, T. M., &
Houchins-Juarez, N. J. (2016). Assessing acquisition of and preference for mand
topographies during functional communication training. Behavior Analysis in
Practice, 9(2), 165–168. https://doi-org.proxy.lib.ohio-
state.edu/10.1007/s40617015-0083-y
Wacker, D. P., Lee, J. F., Dalmau, Y. C. P., Kopelman, T. G., Lindgren, S. D., Kuhle, J., &
Waldron, D. B. (2013). Conducting functional communication training via
telehealth to reduce the problem behavior of young children with autism. Journal
of Developmental and Physical Disabilities, 25(1), 35–48.
https://doi.org/10.1007/s10882-012-9314-0
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental
Disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890
Anderson, E., Barretto, A., McLaughlin, T. F., & McQuaid, T. (2016). Effects of
functional communication training with and without delays to decrease aberrant
behavior in a child with autism spectrum disorder. Journal on Developmental
Disabilities, 22(1), 101–110.
34
Banerjee, I., Lambert, J. M., Copeland, B. A., Paranczak, J. L., Bailey, K. M., & Standish,
C. M. (2022). Extending functional communication training to multiple language
contexts in bilingual learners with challenging behavior. Journal of Applied
Behavior Analysis, 55(1), 80–100. https://doi-
org.proxy.lib.ohiostate.edu/10.1002/jaba.883
Boyle, M. A., Ortman, M. E., Beckman, A. C., Aholt, S. L., & Keenan, G. L. (2018).
Functional communication training and noncontingent reinforcement in treatment
of stereotypy. Behavioral Interventions, 33(1), 79–86.
https://doiorg.proxy.lib.ohio-state.edu/10.1002/bin.1514
Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional
communication training. Journal of Applied Behavior Analysis, 18(2), 111–126.
https://doi.org/10.1901/jaba.1985.18-111
Carr, E. G., & Kemp, D. C. (1989). Functional equivalence of autistic leading and
communicative pointing: analysis and treatment. Journal of Autism and
Developmental Disorders, 19(4), 561–578. https://doi.org/10.1007/BF02212858
Casey, S. D., & Merical, C. L. (2006). The use of functional communication training
without additional treatment procedures in an inclusive school setting. Behavioral
Disorders, 32(1), 46–54. https://doi.org/10.1177/019874290603200102
Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd ed.).
Pearson Education.
Davis, T. N., O’Reilly, M. F., Kang, S., Rispoli, M., Lang, R. B., Machalicek, W., Chan, J.
M., Lancioni, G., & Sigafoos, J. (2009). Impact of presession access to toys
35
maintaining challenging behavior on functional communication training: a single
case study. Journal of Developmental and Physical Disabilities, 21(6), 515–521.
https://doi-org.proxy.lib.ohio-state.edu/10.1007/s10882-009-9158-4
Dawson, G. (2008). Early behavioral intervention, brain plasticity, and the prevention of
autism spectrum disorder. Development and Psychopathology, 20(3), 775–803.
https://doi.org/10.1017/S0954579408000370
Durand, V. M. (1999). Functional communication training using assistive devices:
recruiting natural communities of reinforcement. Journal of Applied Behavior
Analysis, 32(3), 247–267. https://doi.org/10.1901/jaba.1999.32-247
Falcomata, T. S., Roane, H. S., Muething, C. S., Stephenson, K. M., & Ing, A. D. (2012).
Functional communication training and chained schedules of reinforcement to
treat challenging behavior maintained by terminations of activity interruptions.
Behavior Modification, 36(5), 630–649. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/0145445511433821
Falcomata, T. S., White, P., Muething, C. S., & Fragale, C. (2012). A functional
communication training and chained schedule procedure to treat challenging
behavior with multiple functions. Journal of Developmental and Physical
Disabilities, 24(6), 529–538. https://doi-
org.proxy.lib.ohiostate.edu/10.1007/s10882-012-9287-z
Hagopian, L. P., & Frank-Crawford, M. A. (2018). Classification of self-injurious
behavior across the continuum of relative environmental–biological influence.
Journal of Intellectual Disability Research, 62(12), 1108–1113.
https://doi.org/10.1111/jir.12430
36
Hagopian, L. P., Fisher, W. W., Sullivan, M. T., Acquisto, J., & LeBlanc, L. A. (1998).
Effectiveness of functional communication training with and without extinction
and punishment: a summary of 21 inpatient cases. Journal of Applied Behavior
Analysis, 31(2), 211–235. https://doi.org/10.1901/jaba.1998.31-211
Iacono, T., Trembath, D., & Erickson, S. (2016). The role of augmentative and alternative
communication for children with autism: current status and future trends.
Neuropsychiatric Disease and Treatment, 12, 2349–2361.
https://doi.org/10.2147/NDT.S95967
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994).
Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis,
27(2), 197–209. https://doi.org/10.1901/jaba.1994.27-197
Iwata, B. A., Pace, G. M., Dorsey, M. F., & Zarcone, J. R. (1994). The functions of
selfinjurious behavior: an experimental-epidemiological analysis. Journal of
Applied
Behavior Analysis, 27(2), 215–240. https://doi.org/10.1901/jaba.1994.27-215
Kapp S. K., Steward R., Crane L., Elliott D., Elphick C., Pellicano E., Russell G. (2019).
‘People should be allowed to do what they like’: autistic adults’ views and
experiences of stimming. Autism, 23(7), 1782–
1792. https://doi.org/10.1177/1362361319829628
Keen, D., Sigafoos, J., & Woodyatt, G. (2001). Replacing prelinguistic behaviors with
functional communication. Journal of Autism and Developmental Disorders,
31(4), 385–398. https://doi-org.proxy.lib.ohiostate.edu/10.1023/A:1010612618969
37
Kratochwill, T. R., & Levin, J. R. (2010). Enhancing the scientific credibility of
singlecase intervention research: Randomization to the rescue. Psychological
Methods, 15(2), 124–144. https://doi.org/10.1037/a0017736
Mancil, G. R., Conroy, M. A., Nakao, T., & Alter, P. J. (2006). Functional communication
training in the natural environment: a pilot investigation with a young child with
autism spectrum disorder. Education & Treatment of Children, 29(4), 615–633.
Minshawi, N. F., Hurwitz, S., Fodstad, J. C., Biebl, S., Morriss, D. H., & McDougle, C. J.
(2014). The association between self-injurious behaviors and autism spectrum
disorders. Psychology Research and Behavior Management, 7, 125–136.
https://doi.org/10.2147/PRBM.S44635
Morris, I. F., Sykes, J. R., Paulus, E. R., Dameh, A., Razzaque, A., Esch, L. V., Gruenig,
J., & Zelazo, P. D. (2025). Beyond self-regulation: autistic experiences and
perceptions of stimming. Neurodiversity, 3.
https://doi.org/10.1177/27546330241311096
Napolitano, D. A., Blakkman, L. A., Kohl, L. B., Vallese, H. M., & McAdam, D. B.
(2007). The use of functional communication training to reduce pica. The Journal
of Speech and Language Pathology - Applied Behavior Analysis, 2(1), 25–31.
https://doi-org.proxy.lib.ohio-state.edu/10.1037/h0100206
Nolan, J., McBride, M. (2015). Embodied semiosis: autistic ‘stimming’ as sensory praxis.
In: Trifonas, P. (eds) International Handbook of Semiotics. Springer, Dordrecht.
https://doi.org/10.1007/978-94-017-9404-6_48
38
Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with
autism: evaluation for evidence-based practices within a best evidence synthesis
framework. Journal of Autism and Developmental Disorders, 40(2), 149–166.
https://doi.org/10.1007/s10803-009-0842-0
Rutter, M. (1978). Diagnosis and definition of childhood autism. Journal of Autism and
Childhood Schizophrenia, 8, 139–161. https://doi.org/10.1007/BF01537863
Sigafoos, J., & Meikle, B. (1996). Functional communication training for the treatment of
multiply determined challenging behavior in two boys with autism. Behavior
Modification, 20(1), 60–84. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/01454455960201003
Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski,
B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020).
Evidence-based practices for children, youth, and young adults with autism. The
University of North Carolina at Chapel Hill, Frank Porter Graham Child
Development Institute, National Clearinghouse on Autism Evidence and Practice
Review Team.
Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A
review and practical guide. Behavior Analysis in Practice, 1(1), 16–23.
https://doi.org/10.1007/BF03391716
Torelli, J. N., Lambert, J. M., Da Fonte, M. A., Denham, K. N., Jedrzynski, T. M., &
Houchins-Juarez, N. J. (2016). Assessing acquisition of and preference for mand
topographies during functional communication training. Behavior Analysis in
Practice, 9(2), 165–168. https://doi-org.proxy.lib.ohio-
state.edu/10.1007/s40617015-0083-y
39
Wacker, D. P., Lee, J. F., Dalmau, Y. C. P., Kopelman, T. G., Lindgren, S. D., Kuhle, J., &
Waldron, D. B. (2013). Conducting functional communication training via
telehealth to reduce the problem behavior of young children with autism. Journal
of Developmental and Physical Disabilities, 25(1), 35–48.
https://doi.org/10.1007/s10882-012-9314-0
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental
Disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890
Anderson, E., Barretto, A., McLaughlin, T. F., & McQuaid, T. (2016). Effects of
functional communication training with and without delays to decrease aberrant
behavior in a child with autism spectrum disorder. Journal on Developmental
Disabilities, 22(1), 101–110.
Banerjee, I., Lambert, J. M., Copeland, B. A., Paranczak, J. L., Bailey, K. M., & Standish,
C. M. (2022). Extending functional communication training to multiple language
contexts in bilingual learners with challenging behavior. Journal of Applied
Behavior Analysis, 55(1), 80–100. https://doi-
org.proxy.lib.ohiostate.edu/10.1002/jaba.883
Boyle, M. A., Ortman, M. E., Beckman, A. C., Aholt, S. L., & Keenan, G. L. (2018).
Functional communication training and noncontingent reinforcement in treatment
of stereotypy. Behavioral Interventions, 33(1), 79–86.
https://doiorg.proxy.lib.ohio-state.edu/10.1002/bin.1514
Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional
communication training. Journal of Applied Behavior Analysis, 18(2), 111–126.
https://doi.org/10.1901/jaba.1985.18-111
40
Carr, E. G., & Kemp, D. C. (1989). Functional equivalence of autistic leading and
communicative pointing: analysis and treatment. Journal of Autism and
Developmental Disorders, 19(4), 561–578. https://doi.org/10.1007/BF02212858
Casey, S. D., & Merical, C. L. (2006). The use of functional communication training
without additional treatment procedures in an inclusive school setting. Behavioral
Disorders, 32(1), 46–54. https://doi.org/10.1177/019874290603200102
Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd ed.).
Pearson Education.
Davis, T. N., O’Reilly, M. F., Kang, S., Rispoli, M., Lang, R. B., Machalicek, W., Chan, J.
M., Lancioni, G., & Sigafoos, J. (2009). Impact of presession access to toys
maintaining challenging behavior on functional communication training: a single
case study. Journal of Developmental and Physical Disabilities, 21(6), 515–521.
https://doi-org.proxy.lib.ohio-state.edu/10.1007/s10882-009-9158-4
Dawson, G. (2008). Early behavioral intervention, brain plasticity, and the prevention of
autism spectrum disorder. Development and Psychopathology, 20(3), 775–803.
https://doi.org/10.1017/S0954579408000370
Durand, V. M. (1999). Functional communication training using assistive devices:
recruiting natural communities of reinforcement. Journal of Applied Behavior
Analysis, 32(3), 247–267. https://doi.org/10.1901/jaba.1999.32-247
Falcomata, T. S., Roane, H. S., Muething, C. S., Stephenson, K. M., & Ing, A. D. (2012).
Functional communication training and chained schedules of reinforcement to
treat challenging behavior maintained by terminations of activity interruptions.
41
Behavior Modification, 36(5), 630–649. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/0145445511433821
Falcomata, T. S., White, P., Muething, C. S., & Fragale, C. (2012). A functional
communication training and chained schedule procedure to treat challenging
behavior with multiple functions. Journal of Developmental and Physical
Disabilities, 24(6), 529–538. https://doi-
org.proxy.lib.ohiostate.edu/10.1007/s10882-012-9287-z
Hagopian, L. P., & Frank-Crawford, M. A. (2018). Classification of self-injurious
behavior across the continuum of relative environmental–biological influence.
Journal of Intellectual Disability Research, 62(12), 1108–1113.
https://doi.org/10.1111/jir.12430
Hagopian, L. P., Fisher, W. W., Sullivan, M. T., Acquisto, J., & LeBlanc, L. A. (1998).
Effectiveness of functional communication training with and without extinction
and punishment: a summary of 21 inpatient cases. Journal of Applied Behavior
Analysis, 31(2), 211–235. https://doi.org/10.1901/jaba.1998.31-211
Iacono, T., Trembath, D., & Erickson, S. (2016). The role of augmentative and alternative
communication for children with autism: current status and future trends.
Neuropsychiatric Disease and Treatment, 12, 2349–2361.
https://doi.org/10.2147/NDT.S95967
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994).
Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis,
27(2), 197–209. https://doi.org/10.1901/jaba.1994.27-197
42
Iwata, B. A., Pace, G. M., Dorsey, M. F., & Zarcone, J. R. (1994). The functions of
selfinjurious behavior: an experimental-epidemiological analysis. Journal of
Applied
Behavior Analysis, 27(2), 215–240. https://doi.org/10.1901/jaba.1994.27-215
Kapp S. K., Steward R., Crane L., Elliott D., Elphick C., Pellicano E., Russell G. (2019).
‘People should be allowed to do what they like’: autistic adults’ views and
experiences of stimming. Autism, 23(7), 1782–
1792. https://doi.org/10.1177/1362361319829628
Keen, D., Sigafoos, J., & Woodyatt, G. (2001). Replacing prelinguistic behaviors with
functional communication. Journal of Autism and Developmental Disorders,
31(4), 385–398. https://doi-org.proxy.lib.ohiostate.edu/10.1023/A:1010612618969
Kratochwill, T. R., & Levin, J. R. (2010). Enhancing the scientific credibility of
singlecase intervention research: Randomization to the rescue. Psychological
Methods, 15(2), 124–144. https://doi.org/10.1037/a0017736
Mancil, G. R., Conroy, M. A., Nakao, T., & Alter, P. J. (2006). Functional communication
training in the natural environment: a pilot investigation with a young child with
autism spectrum disorder. Education & Treatment of Children, 29(4), 615–633.
Minshawi, N. F., Hurwitz, S., Fodstad, J. C., Biebl, S., Morriss, D. H., & McDougle, C. J.
(2014). The association between self-injurious behaviors and autism spectrum
disorders. Psychology Research and Behavior Management, 7, 125–136.
https://doi.org/10.2147/PRBM.S44635
43
Morris, I. F., Sykes, J. R., Paulus, E. R., Dameh, A., Razzaque, A., Esch, L. V., Gruenig,
J., & Zelazo, P. D. (2025). Beyond self-regulation: autistic experiences and
perceptions of stimming. Neurodiversity, 3.
https://doi.org/10.1177/27546330241311096
Napolitano, D. A., Blakkman, L. A., Kohl, L. B., Vallese, H. M., & McAdam, D. B.
(2007). The use of functional communication training to reduce pica. The Journal
of Speech and Language Pathology - Applied Behavior Analysis, 2(1), 25–31.
https://doi-org.proxy.lib.ohio-state.edu/10.1037/h0100206
Nolan, J., McBride, M. (2015). Embodied semiosis: autistic ‘stimming’ as sensory praxis.
In: Trifonas, P. (eds) International Handbook of Semiotics. Springer, Dordrecht.
https://doi.org/10.1007/978-94-017-9404-6_48
Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with
autism: evaluation for evidence-based practices within a best evidence synthesis
framework. Journal of Autism and Developmental Disorders, 40(2), 149–166.
https://doi.org/10.1007/s10803-009-0842-0
Rutter, M. (1978). Diagnosis and definition of childhood autism. Journal of Autism and
Childhood Schizophrenia, 8, 139–161. https://doi.org/10.1007/BF01537863
Sigafoos, J., & Meikle, B. (1996). Functional communication training for the treatment of
multiply determined challenging behavior in two boys with autism. Behavior
Modification, 20(1), 60–84. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/01454455960201003
Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski,
B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020).
44
Evidence-based practices for children, youth, and young adults with autism. The
University of North Carolina at Chapel Hill, Frank Porter Graham Child
Development Institute, National Clearinghouse on Autism Evidence and Practice
Review Team.
Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A
review and practical guide. Behavior Analysis in Practice, 1(1), 16–23.
https://doi.org/10.1007/BF03391716
Torelli, J. N., Lambert, J. M., Da Fonte, M. A., Denham, K. N., Jedrzynski, T. M., &
Houchins-Juarez, N. J. (2016). Assessing acquisition of and preference for mand
topographies during functional communication training. Behavior Analysis in
Practice, 9(2), 165–168. https://doi-org.proxy.lib.ohio-
state.edu/10.1007/s40617015-0083-y
Wacker, D. P., Lee, J. F., Dalmau, Y. C. P., Kopelman, T. G., Lindgren, S. D., Kuhle, J., &
Waldron, D. B. (2013). Conducting functional communication training via
telehealth to reduce the problem behavior of young children with autism. Journal
of Developmental and Physical Disabilities, 25(1), 35–48.
https://doi.org/10.1007/s10882-012-9314-0
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental
Disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890
Anderson, E., Barretto, A., McLaughlin, T. F., & McQuaid, T. (2016). Effects of
functional communication training with and without delays to decrease aberrant
behavior in a child with autism spectrum disorder. Journal on Developmental
Disabilities, 22(1), 101–110.
Banerjee, I., Lambert, J. M., Copeland, B. A., Paranczak, J. L., Bailey, K. M., & Standish,
C. M. (2022). Extending functional communication training to multiple language
45
contexts in bilingual learners with challenging behavior. Journal of Applied
Behavior Analysis, 55(1), 80–100. https://doi-
org.proxy.lib.ohiostate.edu/10.1002/jaba.883
Boyle, M. A., Ortman, M. E., Beckman, A. C., Aholt, S. L., & Keenan, G. L. (2018).
Functional communication training and noncontingent reinforcement in treatment
of stereotypy. Behavioral Interventions, 33(1), 79–86.
https://doiorg.proxy.lib.ohio-state.edu/10.1002/bin.1514
Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional
communication training. Journal of Applied Behavior Analysis, 18(2), 111–126.
https://doi.org/10.1901/jaba.1985.18-111
Carr, E. G., & Kemp, D. C. (1989). Functional equivalence of autistic leading and
communicative pointing: analysis and treatment. Journal of Autism and
Developmental Disorders, 19(4), 561–578. https://doi.org/10.1007/BF02212858
Casey, S. D., & Merical, C. L. (2006). The use of functional communication training
without additional treatment procedures in an inclusive school setting. Behavioral
Disorders, 32(1), 46–54. https://doi.org/10.1177/019874290603200102
Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd ed.).
Pearson Education.
Davis, T. N., O’Reilly, M. F., Kang, S., Rispoli, M., Lang, R. B., Machalicek, W., Chan, J.
M., Lancioni, G., & Sigafoos, J. (2009). Impact of presession access to toys
maintaining challenging behavior on functional communication training: a single
case study. Journal of Developmental and Physical Disabilities, 21(6), 515–521.
https://doi-org.proxy.lib.ohio-state.edu/10.1007/s10882-009-9158-4
46
Dawson, G. (2008). Early behavioral intervention, brain plasticity, and the prevention of
autism spectrum disorder. Development and Psychopathology, 20(3), 775–803.
https://doi.org/10.1017/S0954579408000370
Durand, V. M. (1999). Functional communication training using assistive devices:
recruiting natural communities of reinforcement. Journal of Applied Behavior
Analysis, 32(3), 247–267. https://doi.org/10.1901/jaba.1999.32-247
Falcomata, T. S., Roane, H. S., Muething, C. S., Stephenson, K. M., & Ing, A. D. (2012).
Functional communication training and chained schedules of reinforcement to
treat challenging behavior maintained by terminations of activity interruptions.
Behavior Modification, 36(5), 630–649. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/0145445511433821
Falcomata, T. S., White, P., Muething, C. S., & Fragale, C. (2012). A functional
communication training and chained schedule procedure to treat challenging
behavior with multiple functions. Journal of Developmental and Physical
Disabilities, 24(6), 529–538. https://doi-
org.proxy.lib.ohiostate.edu/10.1007/s10882-012-9287-z
Hagopian, L. P., & Frank-Crawford, M. A. (2018). Classification of self-injurious
behavior across the continuum of relative environmental–biological influence.
Journal of Intellectual Disability Research, 62(12), 1108–1113.
https://doi.org/10.1111/jir.12430
Hagopian, L. P., Fisher, W. W., Sullivan, M. T., Acquisto, J., & LeBlanc, L. A. (1998).
Effectiveness of functional communication training with and without extinction
47
and punishment: a summary of 21 inpatient cases. Journal of Applied Behavior
Analysis, 31(2), 211–235. https://doi.org/10.1901/jaba.1998.31-211
Iacono, T., Trembath, D., & Erickson, S. (2016). The role of augmentative and alternative
communication for children with autism: current status and future trends.
Neuropsychiatric Disease and Treatment, 12, 2349–2361.
https://doi.org/10.2147/NDT.S95967
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994).
Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis,
27(2), 197–209. https://doi.org/10.1901/jaba.1994.27-197
Iwata, B. A., Pace, G. M., Dorsey, M. F., & Zarcone, J. R. (1994). The functions of
selfinjurious behavior: an experimental-epidemiological analysis. Journal of
Applied
Behavior Analysis, 27(2), 215–240. https://doi.org/10.1901/jaba.1994.27-215
Kapp S. K., Steward R., Crane L., Elliott D., Elphick C., Pellicano E., Russell G. (2019).
‘People should be allowed to do what they like’: autistic adults’ views and
experiences of stimming. Autism, 23(7), 1782–
1792. https://doi.org/10.1177/1362361319829628
Keen, D., Sigafoos, J., & Woodyatt, G. (2001). Replacing prelinguistic behaviors with
functional communication. Journal of Autism and Developmental Disorders,
31(4), 385–398. https://doi-org.proxy.lib.ohiostate.edu/10.1023/A:1010612618969
Kratochwill, T. R., & Levin, J. R. (2010). Enhancing the scientific credibility of
singlecase intervention research: Randomization to the rescue. Psychological
Methods, 15(2), 124–144. https://doi.org/10.1037/a0017736
48
Mancil, G. R., Conroy, M. A., Nakao, T., & Alter, P. J. (2006). Functional communication
training in the natural environment: a pilot investigation with a young child with
autism spectrum disorder. Education & Treatment of Children, 29(4), 615–633.
Minshawi, N. F., Hurwitz, S., Fodstad, J. C., Biebl, S., Morriss, D. H., & McDougle, C. J.
(2014). The association between self-injurious behaviors and autism spectrum
disorders. Psychology Research and Behavior Management, 7, 125–136.
https://doi.org/10.2147/PRBM.S44635
Morris, I. F., Sykes, J. R., Paulus, E. R., Dameh, A., Razzaque, A., Esch, L. V., Gruenig,
J., & Zelazo, P. D. (2025). Beyond self-regulation: autistic experiences and
perceptions of stimming. Neurodiversity, 3.
https://doi.org/10.1177/27546330241311096
Napolitano, D. A., Blakkman, L. A., Kohl, L. B., Vallese, H. M., & McAdam, D. B.
(2007). The use of functional communication training to reduce pica. The Journal
of Speech and Language Pathology - Applied Behavior Analysis, 2(1), 25–31.
https://doi-org.proxy.lib.ohio-state.edu/10.1037/h0100206
Nolan, J., McBride, M. (2015). Embodied semiosis: autistic ‘stimming’ as sensory praxis.
In: Trifonas, P. (eds) International Handbook of Semiotics. Springer, Dordrecht.
https://doi.org/10.1007/978-94-017-9404-6_48
Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with
autism: evaluation for evidence-based practices within a best evidence synthesis
framework. Journal of Autism and Developmental Disorders, 40(2), 149–166.
https://doi.org/10.1007/s10803-009-0842-0
49
Rutter, M. (1978). Diagnosis and definition of childhood autism. Journal of Autism and
Childhood Schizophrenia, 8, 139–161. https://doi.org/10.1007/BF01537863
Sigafoos, J., & Meikle, B. (1996). Functional communication training for the treatment of
multiply determined challenging behavior in two boys with autism. Behavior
Modification, 20(1), 60–84. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/01454455960201003
Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski,
B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020).
Evidence-based practices for children, youth, and young adults with autism. The
University of North Carolina at Chapel Hill, Frank Porter Graham Child
Development Institute, National Clearinghouse on Autism Evidence and Practice
Review Team.
Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A
review and practical guide. Behavior Analysis in Practice, 1(1), 16–23.
https://doi.org/10.1007/BF03391716
Torelli, J. N., Lambert, J. M., Da Fonte, M. A., Denham, K. N., Jedrzynski, T. M., &
Houchins-Juarez, N. J. (2016). Assessing acquisition of and preference for mand
topographies during functional communication training. Behavior Analysis in
Practice, 9(2), 165–168. https://doi-org.proxy.lib.ohio-
state.edu/10.1007/s40617015-0083-y
Wacker, D. P., Lee, J. F., Dalmau, Y. C. P., Kopelman, T. G., Lindgren, S. D., Kuhle, J., &
Waldron, D. B. (2013). Conducting functional communication training via
telehealth to reduce the problem behavior of young children with autism. Journal
of Developmental and Physical Disabilities, 25(1), 35–48.
50
https://doi.org/10.1007/s10882-012-9314-0
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental
Disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890
Anderson, E., Barretto, A., McLaughlin, T. F., & McQuaid, T. (2016). Effects of
functional communication training with and without delays to decrease aberrant
behavior in a child with autism spectrum disorder. Journal on Developmental
Disabilities, 22(1), 101–110.
Banerjee, I., Lambert, J. M., Copeland, B. A., Paranczak, J. L., Bailey, K. M., & Standish,
C. M. (2022). Extending functional communication training to multiple language
contexts in bilingual learners with challenging behavior. Journal of Applied
Behavior Analysis, 55(1), 80–100. https://doi-
org.proxy.lib.ohiostate.edu/10.1002/jaba.883
Boyle, M. A., Ortman, M. E., Beckman, A. C., Aholt, S. L., & Keenan, G. L. (2018).
Functional communication training and noncontingent reinforcement in treatment
of stereotypy. Behavioral Interventions, 33(1), 79–86.
https://doiorg.proxy.lib.ohio-state.edu/10.1002/bin.1514
Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional
communication training. Journal of Applied Behavior Analysis, 18(2), 111–126.
https://doi.org/10.1901/jaba.1985.18-111
Carr, E. G., & Kemp, D. C. (1989). Functional equivalence of autistic leading and
communicative pointing: analysis and treatment. Journal of Autism and
Developmental Disorders, 19(4), 561–578. https://doi.org/10.1007/BF02212858
51
Casey, S. D., & Merical, C. L. (2006). The use of functional communication training
without additional treatment procedures in an inclusive school setting. Behavioral
Disorders, 32(1), 46–54. https://doi.org/10.1177/019874290603200102
Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd ed.).
Pearson Education.
Davis, T. N., O’Reilly, M. F., Kang, S., Rispoli, M., Lang, R. B., Machalicek, W., Chan, J.
M., Lancioni, G., & Sigafoos, J. (2009). Impact of presession access to toys
maintaining challenging behavior on functional communication training: a single
case study. Journal of Developmental and Physical Disabilities, 21(6), 515–521.
https://doi-org.proxy.lib.ohio-state.edu/10.1007/s10882-009-9158-4
Dawson, G. (2008). Early behavioral intervention, brain plasticity, and the prevention of
autism spectrum disorder. Development and Psychopathology, 20(3), 775–803.
https://doi.org/10.1017/S0954579408000370
Durand, V. M. (1999). Functional communication training using assistive devices:
recruiting natural communities of reinforcement. Journal of Applied Behavior
Analysis, 32(3), 247–267. https://doi.org/10.1901/jaba.1999.32-247
Falcomata, T. S., Roane, H. S., Muething, C. S., Stephenson, K. M., & Ing, A. D. (2012).
Functional communication training and chained schedules of reinforcement to
treat challenging behavior maintained by terminations of activity interruptions.
Behavior Modification, 36(5), 630–649. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/0145445511433821
Falcomata, T. S., White, P., Muething, C. S., & Fragale, C. (2012). A functional
communication training and chained schedule procedure to treat challenging
52
behavior with multiple functions. Journal of Developmental and Physical
Disabilities, 24(6), 529–538. https://doi-
org.proxy.lib.ohiostate.edu/10.1007/s10882-012-9287-z
Hagopian, L. P., & Frank-Crawford, M. A. (2018). Classification of self-injurious
behavior across the continuum of relative environmental–biological influence.
Journal of Intellectual Disability Research, 62(12), 1108–1113.
https://doi.org/10.1111/jir.12430
Hagopian, L. P., Fisher, W. W., Sullivan, M. T., Acquisto, J., & LeBlanc, L. A. (1998).
Effectiveness of functional communication training with and without extinction
and punishment: a summary of 21 inpatient cases. Journal of Applied Behavior
Analysis, 31(2), 211–235. https://doi.org/10.1901/jaba.1998.31-211
Iacono, T., Trembath, D., & Erickson, S. (2016). The role of augmentative and alternative
communication for children with autism: current status and future trends.
Neuropsychiatric Disease and Treatment, 12, 2349–2361.
https://doi.org/10.2147/NDT.S95967
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994).
Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis,
27(2), 197–209. https://doi.org/10.1901/jaba.1994.27-197
Iwata, B. A., Pace, G. M., Dorsey, M. F., & Zarcone, J. R. (1994). The functions of
selfinjurious behavior: an experimental-epidemiological analysis. Journal of
Applied
Behavior Analysis, 27(2), 215–240. https://doi.org/10.1901/jaba.1994.27-215
Kapp S. K., Steward R., Crane L., Elliott D., Elphick C., Pellicano E., Russell G. (2019).
53
‘People should be allowed to do what they like’: autistic adults’ views and
experiences of stimming. Autism, 23(7), 1782–
1792. https://doi.org/10.1177/1362361319829628
Keen, D., Sigafoos, J., & Woodyatt, G. (2001). Replacing prelinguistic behaviors with
functional communication. Journal of Autism and Developmental Disorders,
31(4), 385–398. https://doi-org.proxy.lib.ohiostate.edu/10.1023/A:1010612618969
Kratochwill, T. R., & Levin, J. R. (2010). Enhancing the scientific credibility of
singlecase intervention research: Randomization to the rescue. Psychological
Methods, 15(2), 124–144. https://doi.org/10.1037/a0017736
Mancil, G. R., Conroy, M. A., Nakao, T., & Alter, P. J. (2006). Functional communication
training in the natural environment: a pilot investigation with a young child with
autism spectrum disorder. Education & Treatment of Children, 29(4), 615–633.
Minshawi, N. F., Hurwitz, S., Fodstad, J. C., Biebl, S., Morriss, D. H., & McDougle, C. J.
(2014). The association between self-injurious behaviors and autism spectrum
disorders. Psychology Research and Behavior Management, 7, 125–136.
https://doi.org/10.2147/PRBM.S44635
Morris, I. F., Sykes, J. R., Paulus, E. R., Dameh, A., Razzaque, A., Esch, L. V., Gruenig,
J., & Zelazo, P. D. (2025). Beyond self-regulation: autistic experiences and
perceptions of stimming. Neurodiversity, 3.
https://doi.org/10.1177/27546330241311096
Napolitano, D. A., Blakkman, L. A., Kohl, L. B., Vallese, H. M., & McAdam, D. B.
(2007). The use of functional communication training to reduce pica. The Journal
of Speech and Language Pathology - Applied Behavior Analysis, 2(1), 25–31.
https://doi-org.proxy.lib.ohio-state.edu/10.1037/h0100206
54
Nolan, J., McBride, M. (2015). Embodied semiosis: autistic ‘stimming’ as sensory praxis.
In: Trifonas, P. (eds) International Handbook of Semiotics. Springer, Dordrecht.
https://doi.org/10.1007/978-94-017-9404-6_48
Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with
autism: evaluation for evidence-based practices within a best evidence synthesis
framework. Journal of Autism and Developmental Disorders, 40(2), 149–166.
https://doi.org/10.1007/s10803-009-0842-0
Rutter, M. (1978). Diagnosis and definition of childhood autism. Journal of Autism and
Childhood Schizophrenia, 8, 139–161. https://doi.org/10.1007/BF01537863
Sigafoos, J., & Meikle, B. (1996). Functional communication training for the treatment of
multiply determined challenging behavior in two boys with autism. Behavior
Modification, 20(1), 60–84. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/01454455960201003
Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski,
B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020).
Evidence-based practices for children, youth, and young adults with autism. The
University of North Carolina at Chapel Hill, Frank Porter Graham Child
Development Institute, National Clearinghouse on Autism Evidence and Practice
Review Team.
Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A
review and practical guide. Behavior Analysis in Practice, 1(1), 16–23.
https://doi.org/10.1007/BF03391716
55
Torelli, J. N., Lambert, J. M., Da Fonte, M. A., Denham, K. N., Jedrzynski, T. M., &
Houchins-Juarez, N. J. (2016). Assessing acquisition of and preference for mand
topographies during functional communication training. Behavior Analysis in
Practice, 9(2), 165–168. https://doi-org.proxy.lib.ohio-
state.edu/10.1007/s40617015-0083-y
Wacker, D. P., Lee, J. F., Dalmau, Y. C. P., Kopelman, T. G., Lindgren, S. D., Kuhle, J., &
Waldron, D. B. (2013). Conducting functional communication training via
telehealth to reduce the problem behavior of young children with autism. Journal
of Developmental and Physical Disabilities, 25(1), 35–48.
https://doi.org/10.1007/s10882-012-9314-0
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental
Disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890
Anderson, E., Barretto, A., McLaughlin, T. F., & McQuaid, T. (2016). Effects of
functional communication training with and without delays to decrease aberrant
behavior in a child with autism spectrum disorder. Journal on Developmental
Disabilities, 22(1), 101–110.
Banerjee, I., Lambert, J. M., Copeland, B. A., Paranczak, J. L., Bailey, K. M., & Standish,
C. M. (2022). Extending functional communication training to multiple language
contexts in bilingual learners with challenging behavior. Journal of Applied
Behavior Analysis, 55(1), 80–100. https://doi-
org.proxy.lib.ohiostate.edu/10.1002/jaba.883
Boyle, M. A., Ortman, M. E., Beckman, A. C., Aholt, S. L., & Keenan, G. L. (2018).
Functional communication training and noncontingent reinforcement in treatment
of stereotypy. Behavioral Interventions, 33(1), 79–86.
https://doiorg.proxy.lib.ohio-state.edu/10.1002/bin.1514
56
Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional
communication training. Journal of Applied Behavior Analysis, 18(2), 111–126.
https://doi.org/10.1901/jaba.1985.18-111
Carr, E. G., & Kemp, D. C. (1989). Functional equivalence of autistic leading and
communicative pointing: analysis and treatment. Journal of Autism and
Developmental Disorders, 19(4), 561–578. https://doi.org/10.1007/BF02212858
Casey, S. D., & Merical, C. L. (2006). The use of functional communication training
without additional treatment procedures in an inclusive school setting. Behavioral
Disorders, 32(1), 46–54. https://doi.org/10.1177/019874290603200102
Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd ed.).
Pearson Education.
Davis, T. N., O’Reilly, M. F., Kang, S., Rispoli, M., Lang, R. B., Machalicek, W., Chan, J.
M., Lancioni, G., & Sigafoos, J. (2009). Impact of presession access to toys
maintaining challenging behavior on functional communication training: a single
case study. Journal of Developmental and Physical Disabilities, 21(6), 515–521.
https://doi-org.proxy.lib.ohio-state.edu/10.1007/s10882-009-9158-4
Dawson, G. (2008). Early behavioral intervention, brain plasticity, and the prevention of
autism spectrum disorder. Development and Psychopathology, 20(3), 775–803.
https://doi.org/10.1017/S0954579408000370
Durand, V. M. (1999). Functional communication training using assistive devices:
recruiting natural communities of reinforcement. Journal of Applied Behavior
Analysis, 32(3), 247–267. https://doi.org/10.1901/jaba.1999.32-247
57
Falcomata, T. S., Roane, H. S., Muething, C. S., Stephenson, K. M., & Ing, A. D. (2012).
Functional communication training and chained schedules of reinforcement to
treat challenging behavior maintained by terminations of activity interruptions.
Behavior Modification, 36(5), 630–649. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/0145445511433821
Falcomata, T. S., White, P., Muething, C. S., & Fragale, C. (2012). A functional
communication training and chained schedule procedure to treat challenging
behavior with multiple functions. Journal of Developmental and Physical
Disabilities, 24(6), 529–538. https://doi-
org.proxy.lib.ohiostate.edu/10.1007/s10882-012-9287-z
Hagopian, L. P., & Frank-Crawford, M. A. (2018). Classification of self-injurious
behavior across the continuum of relative environmental–biological influence.
Journal of Intellectual Disability Research, 62(12), 1108–1113.
https://doi.org/10.1111/jir.12430
Hagopian, L. P., Fisher, W. W., Sullivan, M. T., Acquisto, J., & LeBlanc, L. A. (1998).
Effectiveness of functional communication training with and without extinction
and punishment: a summary of 21 inpatient cases. Journal of Applied Behavior
Analysis, 31(2), 211–235. https://doi.org/10.1901/jaba.1998.31-211
Iacono, T., Trembath, D., & Erickson, S. (2016). The role of augmentative and alternative
communication for children with autism: current status and future trends.
Neuropsychiatric Disease and Treatment, 12, 2349–2361.
https://doi.org/10.2147/NDT.S95967
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994).
58
Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis,
27(2), 197–209. https://doi.org/10.1901/jaba.1994.27-197
Iwata, B. A., Pace, G. M., Dorsey, M. F., & Zarcone, J. R. (1994). The functions of
selfinjurious behavior: an experimental-epidemiological analysis. Journal of
Applied
Behavior Analysis, 27(2), 215–240. https://doi.org/10.1901/jaba.1994.27-215
Kapp S. K., Steward R., Crane L., Elliott D., Elphick C., Pellicano E., Russell G. (2019).
‘People should be allowed to do what they like’: autistic adults’ views and
experiences of stimming. Autism, 23(7), 1782–
1792. https://doi.org/10.1177/1362361319829628
Keen, D., Sigafoos, J., & Woodyatt, G. (2001). Replacing prelinguistic behaviors with
functional communication. Journal of Autism and Developmental Disorders,
31(4), 385–398. https://doi-org.proxy.lib.ohiostate.edu/10.1023/A:1010612618969
Kratochwill, T. R., & Levin, J. R. (2010). Enhancing the scientific credibility of
singlecase intervention research: Randomization to the rescue. Psychological
Methods, 15(2), 124–144. https://doi.org/10.1037/a0017736
Mancil, G. R., Conroy, M. A., Nakao, T., & Alter, P. J. (2006). Functional communication
training in the natural environment: a pilot investigation with a young child with
autism spectrum disorder. Education & Treatment of Children, 29(4), 615–633.
Minshawi, N. F., Hurwitz, S., Fodstad, J. C., Biebl, S., Morriss, D. H., & McDougle, C. J.
(2014). The association between self-injurious behaviors and autism spectrum
disorders. Psychology Research and Behavior Management, 7, 125–136.
https://doi.org/10.2147/PRBM.S44635
59
Morris, I. F., Sykes, J. R., Paulus, E. R., Dameh, A., Razzaque, A., Esch, L. V., Gruenig,
J., & Zelazo, P. D. (2025). Beyond self-regulation: autistic experiences and
perceptions of stimming. Neurodiversity, 3.
https://doi.org/10.1177/27546330241311096
Napolitano, D. A., Blakkman, L. A., Kohl, L. B., Vallese, H. M., & McAdam, D. B.
(2007). The use of functional communication training to reduce pica. The Journal
of Speech and Language Pathology - Applied Behavior Analysis, 2(1), 25–31.
https://doi-org.proxy.lib.ohio-state.edu/10.1037/h0100206
Nolan, J., McBride, M. (2015). Embodied semiosis: autistic ‘stimming’ as sensory praxis.
In: Trifonas, P. (eds) International Handbook of Semiotics. Springer, Dordrecht.
https://doi.org/10.1007/978-94-017-9404-6_48
Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with
autism: evaluation for evidence-based practices within a best evidence synthesis
framework. Journal of Autism and Developmental Disorders, 40(2), 149–166.
https://doi.org/10.1007/s10803-009-0842-0
Rutter, M. (1978). Diagnosis and definition of childhood autism. Journal of Autism and
Childhood Schizophrenia, 8, 139–161. https://doi.org/10.1007/BF01537863
Sigafoos, J., & Meikle, B. (1996). Functional communication training for the treatment of
multiply determined challenging behavior in two boys with autism. Behavior
Modification, 20(1), 60–84. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/01454455960201003
60
Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski,
B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020).
Evidence-based practices for children, youth, and young adults with autism. The
University of North Carolina at Chapel Hill, Frank Porter Graham Child
Development Institute, National Clearinghouse on Autism Evidence and Practice
Review Team.
Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A
review and practical guide. Behavior Analysis in Practice, 1(1), 16–23.
https://doi.org/10.1007/BF03391716
Torelli, J. N., Lambert, J. M., Da Fonte, M. A., Denham, K. N., Jedrzynski, T. M., &
Houchins-Juarez, N. J. (2016). Assessing acquisition of and preference for mand
topographies during functional communication training. Behavior Analysis in
Practice, 9(2), 165–168. https://doi-org.proxy.lib.ohio-
state.edu/10.1007/s40617015-0083-y
Wacker, D. P., Lee, J. F., Dalmau, Y. C. P., Kopelman, T. G., Lindgren, S. D., Kuhle, J., &
Waldron, D. B. (2013). Conducting functional communication training via
telehealth to reduce the problem behavior of young children with autism. Journal
of Developmental and Physical Disabilities, 25(1), 35–48.
https://doi.org/10.1007/s10882-012-9314-0
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental
Disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890
Anderson, E., Barretto, A., McLaughlin, T. F., & McQuaid, T. (2016). Effects of
functional communication training with and without delays to decrease aberrant
behavior in a child with autism spectrum disorder. Journal on Developmental
Disabilities, 22(1), 101–110.
61
Banerjee, I., Lambert, J. M., Copeland, B. A., Paranczak, J. L., Bailey, K. M., & Standish,
C. M. (2022). Extending functional communication training to multiple language
contexts in bilingual learners with challenging behavior. Journal of Applied
Behavior Analysis, 55(1), 80–100. https://doi-
org.proxy.lib.ohiostate.edu/10.1002/jaba.883
Boyle, M. A., Ortman, M. E., Beckman, A. C., Aholt, S. L., & Keenan, G. L. (2018).
Functional communication training and noncontingent reinforcement in treatment
of stereotypy. Behavioral Interventions, 33(1), 79–86.
https://doiorg.proxy.lib.ohio-state.edu/10.1002/bin.1514
Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional
communication training. Journal of Applied Behavior Analysis, 18(2), 111–126.
https://doi.org/10.1901/jaba.1985.18-111
Carr, E. G., & Kemp, D. C. (1989). Functional equivalence of autistic leading and
communicative pointing: analysis and treatment. Journal of Autism and
Developmental Disorders, 19(4), 561–578. https://doi.org/10.1007/BF02212858
Casey, S. D., & Merical, C. L. (2006). The use of functional communication training
without additional treatment procedures in an inclusive school setting. Behavioral
Disorders, 32(1), 46–54. https://doi.org/10.1177/019874290603200102
Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd ed.).
Pearson Education.
Davis, T. N., O’Reilly, M. F., Kang, S., Rispoli, M., Lang, R. B., Machalicek, W., Chan, J.
M., Lancioni, G., & Sigafoos, J. (2009). Impact of presession access to toys
62
maintaining challenging behavior on functional communication training: a single
case study. Journal of Developmental and Physical Disabilities, 21(6), 515–521.
https://doi-org.proxy.lib.ohio-state.edu/10.1007/s10882-009-9158-4
Dawson, G. (2008). Early behavioral intervention, brain plasticity, and the prevention of
autism spectrum disorder. Development and Psychopathology, 20(3), 775–803.
https://doi.org/10.1017/S0954579408000370
Durand, V. M. (1999). Functional communication training using assistive devices:
recruiting natural communities of reinforcement. Journal of Applied Behavior
Analysis, 32(3), 247–267. https://doi.org/10.1901/jaba.1999.32-247
Falcomata, T. S., Roane, H. S., Muething, C. S., Stephenson, K. M., & Ing, A. D. (2012).
Functional communication training and chained schedules of reinforcement to
treat challenging behavior maintained by terminations of activity interruptions.
Behavior Modification, 36(5), 630–649. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/0145445511433821
Falcomata, T. S., White, P., Muething, C. S., & Fragale, C. (2012). A functional
communication training and chained schedule procedure to treat challenging
behavior with multiple functions. Journal of Developmental and Physical
Disabilities, 24(6), 529–538. https://doi-
org.proxy.lib.ohiostate.edu/10.1007/s10882-012-9287-z
Hagopian, L. P., & Frank-Crawford, M. A. (2018). Classification of self-injurious
behavior across the continuum of relative environmental–biological influence.
Journal of Intellectual Disability Research, 62(12), 1108–1113.
https://doi.org/10.1111/jir.12430
63
Hagopian, L. P., Fisher, W. W., Sullivan, M. T., Acquisto, J., & LeBlanc, L. A. (1998).
Effectiveness of functional communication training with and without extinction
and punishment: a summary of 21 inpatient cases. Journal of Applied Behavior
Analysis, 31(2), 211–235. https://doi.org/10.1901/jaba.1998.31-211
Iacono, T., Trembath, D., & Erickson, S. (2016). The role of augmentative and alternative
communication for children with autism: current status and future trends.
Neuropsychiatric Disease and Treatment, 12, 2349–2361.
https://doi.org/10.2147/NDT.S95967
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994).
Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis,
27(2), 197–209. https://doi.org/10.1901/jaba.1994.27-197
Iwata, B. A., Pace, G. M., Dorsey, M. F., & Zarcone, J. R. (1994). The functions of
selfinjurious behavior: an experimental-epidemiological analysis. Journal of
Applied
Behavior Analysis, 27(2), 215–240. https://doi.org/10.1901/jaba.1994.27-215
Kapp S. K., Steward R., Crane L., Elliott D., Elphick C., Pellicano E., Russell G. (2019).
‘People should be allowed to do what they like’: autistic adults’ views and
experiences of stimming. Autism, 23(7), 1782–
1792. https://doi.org/10.1177/1362361319829628
Keen, D., Sigafoos, J., & Woodyatt, G. (2001). Replacing prelinguistic behaviors with
functional communication. Journal of Autism and Developmental Disorders,
31(4), 385–398. https://doi-org.proxy.lib.ohiostate.edu/10.1023/A:1010612618969
64
Kratochwill, T. R., & Levin, J. R. (2010). Enhancing the scientific credibility of
singlecase intervention research: Randomization to the rescue. Psychological
Methods, 15(2), 124–144. https://doi.org/10.1037/a0017736
Mancil, G. R., Conroy, M. A., Nakao, T., & Alter, P. J. (2006). Functional communication
training in the natural environment: a pilot investigation with a young child with
autism spectrum disorder. Education & Treatment of Children, 29(4), 615–633.
Minshawi, N. F., Hurwitz, S., Fodstad, J. C., Biebl, S., Morriss, D. H., & McDougle, C. J.
(2014). The association between self-injurious behaviors and autism spectrum
disorders. Psychology Research and Behavior Management, 7, 125–136.
https://doi.org/10.2147/PRBM.S44635
Morris, I. F., Sykes, J. R., Paulus, E. R., Dameh, A., Razzaque, A., Esch, L. V., Gruenig,
J., & Zelazo, P. D. (2025). Beyond self-regulation: autistic experiences and
perceptions of stimming. Neurodiversity, 3.
https://doi.org/10.1177/27546330241311096
Napolitano, D. A., Blakkman, L. A., Kohl, L. B., Vallese, H. M., & McAdam, D. B.
(2007). The use of functional communication training to reduce pica. The Journal
of Speech and Language Pathology - Applied Behavior Analysis, 2(1), 25–31.
https://doi-org.proxy.lib.ohio-state.edu/10.1037/h0100206
Nolan, J., McBride, M. (2015). Embodied semiosis: autistic ‘stimming’ as sensory praxis.
In: Trifonas, P. (eds) International Handbook of Semiotics. Springer, Dordrecht.
https://doi.org/10.1007/978-94-017-9404-6_48
65
Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with
autism: evaluation for evidence-based practices within a best evidence synthesis
framework. Journal of Autism and Developmental Disorders, 40(2), 149–166.
https://doi.org/10.1007/s10803-009-0842-0
Rutter, M. (1978). Diagnosis and definition of childhood autism. Journal of Autism and
Childhood Schizophrenia, 8, 139–161. https://doi.org/10.1007/BF01537863
Sigafoos, J., & Meikle, B. (1996). Functional communication training for the treatment of
multiply determined challenging behavior in two boys with autism. Behavior
Modification, 20(1), 60–84. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/01454455960201003
Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski,
B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020).
Evidence-based practices for children, youth, and young adults with autism. The
University of North Carolina at Chapel Hill, Frank Porter Graham Child
Development Institute, National Clearinghouse on Autism Evidence and Practice
Review Team.
Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A
review and practical guide. Behavior Analysis in Practice, 1(1), 16–23.
https://doi.org/10.1007/BF03391716
Torelli, J. N., Lambert, J. M., Da Fonte, M. A., Denham, K. N., Jedrzynski, T. M., &
Houchins-Juarez, N. J. (2016). Assessing acquisition of and preference for mand
topographies during functional communication training. Behavior Analysis in
Practice, 9(2), 165–168. https://doi-org.proxy.lib.ohio-
state.edu/10.1007/s40617015-0083-y
66
Wacker, D. P., Lee, J. F., Dalmau, Y. C. P., Kopelman, T. G., Lindgren, S. D., Kuhle, J., &
Waldron, D. B. (2013). Conducting functional communication training via
telehealth to reduce the problem behavior of young children with autism. Journal
of Developmental and Physical Disabilities, 25(1), 35–48.
https://doi.org/10.1007/s10882-012-9314-0
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental
Disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890
Anderson, E., Barretto, A., McLaughlin, T. F., & McQuaid, T. (2016). Effects of
functional communication training with and without delays to decrease aberrant
behavior in a child with autism spectrum disorder. Journal on Developmental
Disabilities, 22(1), 101–110.
Banerjee, I., Lambert, J. M., Copeland, B. A., Paranczak, J. L., Bailey, K. M., & Standish,
C. M. (2022). Extending functional communication training to multiple language
contexts in bilingual learners with challenging behavior. Journal of Applied
Behavior Analysis, 55(1), 80–100. https://doi-
org.proxy.lib.ohiostate.edu/10.1002/jaba.883
Boyle, M. A., Ortman, M. E., Beckman, A. C., Aholt, S. L., & Keenan, G. L. (2018).
Functional communication training and noncontingent reinforcement in treatment
of stereotypy. Behavioral Interventions, 33(1), 79–86.
https://doiorg.proxy.lib.ohio-state.edu/10.1002/bin.1514
Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional
communication training. Journal of Applied Behavior Analysis, 18(2), 111–126.
https://doi.org/10.1901/jaba.1985.18-111
67
Carr, E. G., & Kemp, D. C. (1989). Functional equivalence of autistic leading and
communicative pointing: analysis and treatment. Journal of Autism and
Developmental Disorders, 19(4), 561–578. https://doi.org/10.1007/BF02212858
Casey, S. D., & Merical, C. L. (2006). The use of functional communication training
without additional treatment procedures in an inclusive school setting. Behavioral
Disorders, 32(1), 46–54. https://doi.org/10.1177/019874290603200102
Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd ed.).
Pearson Education.
Davis, T. N., O’Reilly, M. F., Kang, S., Rispoli, M., Lang, R. B., Machalicek, W., Chan, J.
M., Lancioni, G., & Sigafoos, J. (2009). Impact of presession access to toys
maintaining challenging behavior on functional communication training: a single
case study. Journal of Developmental and Physical Disabilities, 21(6), 515–521.
https://doi-org.proxy.lib.ohio-state.edu/10.1007/s10882-009-9158-4
Dawson, G. (2008). Early behavioral intervention, brain plasticity, and the prevention of
autism spectrum disorder. Development and Psychopathology, 20(3), 775–803.
https://doi.org/10.1017/S0954579408000370
Durand, V. M. (1999). Functional communication training using assistive devices:
recruiting natural communities of reinforcement. Journal of Applied Behavior
Analysis, 32(3), 247–267. https://doi.org/10.1901/jaba.1999.32-247
Falcomata, T. S., Roane, H. S., Muething, C. S., Stephenson, K. M., & Ing, A. D. (2012).
Functional communication training and chained schedules of reinforcement to
treat challenging behavior maintained by terminations of activity interruptions.
68
Behavior Modification, 36(5), 630–649. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/0145445511433821
Falcomata, T. S., White, P., Muething, C. S., & Fragale, C. (2012). A functional
communication training and chained schedule procedure to treat challenging
behavior with multiple functions. Journal of Developmental and Physical
Disabilities, 24(6), 529–538. https://doi-
org.proxy.lib.ohiostate.edu/10.1007/s10882-012-9287-z
Hagopian, L. P., & Frank-Crawford, M. A. (2018). Classification of self-injurious
behavior across the continuum of relative environmental–biological influence.
Journal of Intellectual Disability Research, 62(12), 1108–1113.
https://doi.org/10.1111/jir.12430
Hagopian, L. P., Fisher, W. W., Sullivan, M. T., Acquisto, J., & LeBlanc, L. A. (1998).
Effectiveness of functional communication training with and without extinction
and punishment: a summary of 21 inpatient cases. Journal of Applied Behavior
Analysis, 31(2), 211–235. https://doi.org/10.1901/jaba.1998.31-211
Iacono, T., Trembath, D., & Erickson, S. (2016). The role of augmentative and alternative
communication for children with autism: current status and future trends.
Neuropsychiatric Disease and Treatment, 12, 2349–2361.
https://doi.org/10.2147/NDT.S95967
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994).
Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis,
27(2), 197–209. https://doi.org/10.1901/jaba.1994.27-197
69
Iwata, B. A., Pace, G. M., Dorsey, M. F., & Zarcone, J. R. (1994). The functions of
selfinjurious behavior: an experimental-epidemiological analysis. Journal of
Applied
Behavior Analysis, 27(2), 215–240. https://doi.org/10.1901/jaba.1994.27-215
Kapp S. K., Steward R., Crane L., Elliott D., Elphick C., Pellicano E., Russell G. (2019).
‘People should be allowed to do what they like’: autistic adults’ views and
experiences of stimming. Autism, 23(7), 1782–
1792. https://doi.org/10.1177/1362361319829628
Keen, D., Sigafoos, J., & Woodyatt, G. (2001). Replacing prelinguistic behaviors with
functional communication. Journal of Autism and Developmental Disorders,
31(4), 385–398. https://doi-org.proxy.lib.ohiostate.edu/10.1023/A:1010612618969
Kratochwill, T. R., & Levin, J. R. (2010). Enhancing the scientific credibility of
singlecase intervention research: Randomization to the rescue. Psychological
Methods, 15(2), 124–144. https://doi.org/10.1037/a0017736
Mancil, G. R., Conroy, M. A., Nakao, T., & Alter, P. J. (2006). Functional communication
training in the natural environment: a pilot investigation with a young child with
autism spectrum disorder. Education & Treatment of Children, 29(4), 615–633.
Minshawi, N. F., Hurwitz, S., Fodstad, J. C., Biebl, S., Morriss, D. H., & McDougle, C. J.
(2014). The association between self-injurious behaviors and autism spectrum
disorders. Psychology Research and Behavior Management, 7, 125–136.
https://doi.org/10.2147/PRBM.S44635
70
Morris, I. F., Sykes, J. R., Paulus, E. R., Dameh, A., Razzaque, A., Esch, L. V., Gruenig,
J., & Zelazo, P. D. (2025). Beyond self-regulation: autistic experiences and
perceptions of stimming. Neurodiversity, 3.
https://doi.org/10.1177/27546330241311096
Napolitano, D. A., Blakkman, L. A., Kohl, L. B., Vallese, H. M., & McAdam, D. B.
(2007). The use of functional communication training to reduce pica. The Journal
of Speech and Language Pathology - Applied Behavior Analysis, 2(1), 25–31.
https://doi-org.proxy.lib.ohio-state.edu/10.1037/h0100206
Nolan, J., McBride, M. (2015). Embodied semiosis: autistic ‘stimming’ as sensory praxis.
In: Trifonas, P. (eds) International Handbook of Semiotics. Springer, Dordrecht.
https://doi.org/10.1007/978-94-017-9404-6_48
Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with
autism: evaluation for evidence-based practices within a best evidence synthesis
framework. Journal of Autism and Developmental Disorders, 40(2), 149–166.
https://doi.org/10.1007/s10803-009-0842-0
Rutter, M. (1978). Diagnosis and definition of childhood autism. Journal of Autism and
Childhood Schizophrenia, 8, 139–161. https://doi.org/10.1007/BF01537863
Sigafoos, J., & Meikle, B. (1996). Functional communication training for the treatment of
multiply determined challenging behavior in two boys with autism. Behavior
Modification, 20(1), 60–84. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/01454455960201003
Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski,
B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020).
71
Evidence-based practices for children, youth, and young adults with autism. The
University of North Carolina at Chapel Hill, Frank Porter Graham Child
Development Institute, National Clearinghouse on Autism Evidence and Practice
Review Team.
Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A
review and practical guide. Behavior Analysis in Practice, 1(1), 16–23.
https://doi.org/10.1007/BF03391716
Torelli, J. N., Lambert, J. M., Da Fonte, M. A., Denham, K. N., Jedrzynski, T. M., &
Houchins-Juarez, N. J. (2016). Assessing acquisition of and preference for mand
topographies during functional communication training. Behavior Analysis in
Practice, 9(2), 165–168. https://doi-org.proxy.lib.ohio-
state.edu/10.1007/s40617015-0083-y
Wacker, D. P., Lee, J. F., Dalmau, Y. C. P., Kopelman, T. G., Lindgren, S. D., Kuhle, J., &
Waldron, D. B. (2013). Conducting functional communication training via
telehealth to reduce the problem behavior of young children with autism. Journal
of Developmental and Physical Disabilities, 25(1), 35–48.
https://doi.org/10.1007/s10882-012-9314-0
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental
Disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890
Anderson, E., Barretto, A., McLaughlin, T. F., & McQuaid, T. (2016). Effects of
functional communication training with and without delays to decrease aberrant
behavior in a child with autism spectrum disorder. Journal on Developmental
Disabilities, 22(1), 101–110.
Banerjee, I., Lambert, J. M., Copeland, B. A., Paranczak, J. L., Bailey, K. M., & Standish,
C. M. (2022). Extending functional communication training to multiple language
72
contexts in bilingual learners with challenging behavior. Journal of Applied
Behavior Analysis, 55(1), 80–100. https://doi-
org.proxy.lib.ohiostate.edu/10.1002/jaba.883
Boyle, M. A., Ortman, M. E., Beckman, A. C., Aholt, S. L., & Keenan, G. L. (2018).
Functional communication training and noncontingent reinforcement in treatment
of stereotypy. Behavioral Interventions, 33(1), 79–86.
https://doiorg.proxy.lib.ohio-state.edu/10.1002/bin.1514
Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional
communication training. Journal of Applied Behavior Analysis, 18(2), 111–126.
https://doi.org/10.1901/jaba.1985.18-111
Carr, E. G., & Kemp, D. C. (1989). Functional equivalence of autistic leading and
communicative pointing: analysis and treatment. Journal of Autism and
Developmental Disorders, 19(4), 561–578. https://doi.org/10.1007/BF02212858
Casey, S. D., & Merical, C. L. (2006). The use of functional communication training
without additional treatment procedures in an inclusive school setting. Behavioral
Disorders, 32(1), 46–54. https://doi.org/10.1177/019874290603200102
Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd ed.).
Pearson Education.
Davis, T. N., O’Reilly, M. F., Kang, S., Rispoli, M., Lang, R. B., Machalicek, W., Chan, J.
M., Lancioni, G., & Sigafoos, J. (2009). Impact of presession access to toys
maintaining challenging behavior on functional communication training: a single
case study. Journal of Developmental and Physical Disabilities, 21(6), 515–521.
https://doi-org.proxy.lib.ohio-state.edu/10.1007/s10882-009-9158-4
73
Dawson, G. (2008). Early behavioral intervention, brain plasticity, and the prevention of
autism spectrum disorder. Development and Psychopathology, 20(3), 775–803.
https://doi.org/10.1017/S0954579408000370
Durand, V. M. (1999). Functional communication training using assistive devices:
recruiting natural communities of reinforcement. Journal of Applied Behavior
Analysis, 32(3), 247–267. https://doi.org/10.1901/jaba.1999.32-247
Falcomata, T. S., Roane, H. S., Muething, C. S., Stephenson, K. M., & Ing, A. D. (2012).
Functional communication training and chained schedules of reinforcement to
treat challenging behavior maintained by terminations of activity interruptions.
Behavior Modification, 36(5), 630–649. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/0145445511433821
Falcomata, T. S., White, P., Muething, C. S., & Fragale, C. (2012). A functional
communication training and chained schedule procedure to treat challenging
behavior with multiple functions. Journal of Developmental and Physical
Disabilities, 24(6), 529–538. https://doi-
org.proxy.lib.ohiostate.edu/10.1007/s10882-012-9287-z
Hagopian, L. P., & Frank-Crawford, M. A. (2018). Classification of self-injurious
behavior across the continuum of relative environmental–biological influence.
Journal of Intellectual Disability Research, 62(12), 1108–1113.
https://doi.org/10.1111/jir.12430
Hagopian, L. P., Fisher, W. W., Sullivan, M. T., Acquisto, J., & LeBlanc, L. A. (1998).
Effectiveness of functional communication training with and without extinction
74
and punishment: a summary of 21 inpatient cases. Journal of Applied Behavior
Analysis, 31(2), 211–235. https://doi.org/10.1901/jaba.1998.31-211
Iacono, T., Trembath, D., & Erickson, S. (2016). The role of augmentative and alternative
communication for children with autism: current status and future trends.
Neuropsychiatric Disease and Treatment, 12, 2349–2361.
https://doi.org/10.2147/NDT.S95967
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994).
Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis,
27(2), 197–209. https://doi.org/10.1901/jaba.1994.27-197
Iwata, B. A., Pace, G. M., Dorsey, M. F., & Zarcone, J. R. (1994). The functions of
selfinjurious behavior: an experimental-epidemiological analysis. Journal of
Applied
Behavior Analysis, 27(2), 215–240. https://doi.org/10.1901/jaba.1994.27-215
Kapp S. K., Steward R., Crane L., Elliott D., Elphick C., Pellicano E., Russell G. (2019).
‘People should be allowed to do what they like’: autistic adults’ views and
experiences of stimming. Autism, 23(7), 1782–
1792. https://doi.org/10.1177/1362361319829628
Keen, D., Sigafoos, J., & Woodyatt, G. (2001). Replacing prelinguistic behaviors with
functional communication. Journal of Autism and Developmental Disorders,
31(4), 385–398. https://doi-org.proxy.lib.ohiostate.edu/10.1023/A:1010612618969
Kratochwill, T. R., & Levin, J. R. (2010). Enhancing the scientific credibility of
singlecase intervention research: Randomization to the rescue. Psychological
Methods, 15(2), 124–144. https://doi.org/10.1037/a0017736
75
Mancil, G. R., Conroy, M. A., Nakao, T., & Alter, P. J. (2006). Functional communication
training in the natural environment: a pilot investigation with a young child with
autism spectrum disorder. Education & Treatment of Children, 29(4), 615–633.
Minshawi, N. F., Hurwitz, S., Fodstad, J. C., Biebl, S., Morriss, D. H., & McDougle, C. J.
(2014). The association between self-injurious behaviors and autism spectrum
disorders. Psychology Research and Behavior Management, 7, 125–136.
https://doi.org/10.2147/PRBM.S44635
Morris, I. F., Sykes, J. R., Paulus, E. R., Dameh, A., Razzaque, A., Esch, L. V., Gruenig,
J., & Zelazo, P. D. (2025). Beyond self-regulation: autistic experiences and
perceptions of stimming. Neurodiversity, 3.
https://doi.org/10.1177/27546330241311096
Napolitano, D. A., Blakkman, L. A., Kohl, L. B., Vallese, H. M., & McAdam, D. B.
(2007). The use of functional communication training to reduce pica. The Journal
of Speech and Language Pathology - Applied Behavior Analysis, 2(1), 25–31.
https://doi-org.proxy.lib.ohio-state.edu/10.1037/h0100206
Nolan, J., McBride, M. (2015). Embodied semiosis: autistic ‘stimming’ as sensory praxis.
In: Trifonas, P. (eds) International Handbook of Semiotics. Springer, Dordrecht.
https://doi.org/10.1007/978-94-017-9404-6_48
Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with
autism: evaluation for evidence-based practices within a best evidence synthesis
framework. Journal of Autism and Developmental Disorders, 40(2), 149–166.
https://doi.org/10.1007/s10803-009-0842-0
76
Rutter, M. (1978). Diagnosis and definition of childhood autism. Journal of Autism and
Childhood Schizophrenia, 8, 139–161. https://doi.org/10.1007/BF01537863
Sigafoos, J., & Meikle, B. (1996). Functional communication training for the treatment of
multiply determined challenging behavior in two boys with autism. Behavior
Modification, 20(1), 60–84. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/01454455960201003
Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski,
B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020).
Evidence-based practices for children, youth, and young adults with autism. The
University of North Carolina at Chapel Hill, Frank Porter Graham Child
Development Institute, National Clearinghouse on Autism Evidence and Practice
Review Team.
Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A
review and practical guide. Behavior Analysis in Practice, 1(1), 16–23.
https://doi.org/10.1007/BF03391716
Torelli, J. N., Lambert, J. M., Da Fonte, M. A., Denham, K. N., Jedrzynski, T. M., &
Houchins-Juarez, N. J. (2016). Assessing acquisition of and preference for mand
topographies during functional communication training. Behavior Analysis in
Practice, 9(2), 165–168. https://doi-org.proxy.lib.ohio-
state.edu/10.1007/s40617015-0083-y
Wacker, D. P., Lee, J. F., Dalmau, Y. C. P., Kopelman, T. G., Lindgren, S. D., Kuhle, J., &
Waldron, D. B. (2013). Conducting functional communication training via
telehealth to reduce the problem behavior of young children with autism. Journal
of Developmental and Physical Disabilities, 25(1), 35–48.
77
https://doi.org/10.1007/s10882-012-9314-0
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental
Disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890
Anderson, E., Barretto, A., McLaughlin, T. F., & McQuaid, T. (2016). Effects of
functional communication training with and without delays to decrease aberrant
behavior in a child with autism spectrum disorder. Journal on Developmental
Disabilities, 22(1), 101–110.
Banerjee, I., Lambert, J. M., Copeland, B. A., Paranczak, J. L., Bailey, K. M., & Standish,
C. M. (2022). Extending functional communication training to multiple language
contexts in bilingual learners with challenging behavior. Journal of Applied
Behavior Analysis, 55(1), 80–100. https://doi-
org.proxy.lib.ohiostate.edu/10.1002/jaba.883
Boyle, M. A., Ortman, M. E., Beckman, A. C., Aholt, S. L., & Keenan, G. L. (2018).
Functional communication training and noncontingent reinforcement in treatment
of stereotypy. Behavioral Interventions, 33(1), 79–86.
https://doiorg.proxy.lib.ohio-state.edu/10.1002/bin.1514
Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional
communication training. Journal of Applied Behavior Analysis, 18(2), 111–126.
https://doi.org/10.1901/jaba.1985.18-111
Carr, E. G., & Kemp, D. C. (1989). Functional equivalence of autistic leading and
communicative pointing: analysis and treatment. Journal of Autism and
Developmental Disorders, 19(4), 561–578. https://doi.org/10.1007/BF02212858
78
Casey, S. D., & Merical, C. L. (2006). The use of functional communication training
without additional treatment procedures in an inclusive school setting. Behavioral
Disorders, 32(1), 46–54. https://doi.org/10.1177/019874290603200102
Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd ed.).
Pearson Education.
Davis, T. N., O’Reilly, M. F., Kang, S., Rispoli, M., Lang, R. B., Machalicek, W., Chan, J.
M., Lancioni, G., & Sigafoos, J. (2009). Impact of presession access to toys
maintaining challenging behavior on functional communication training: a single
case study. Journal of Developmental and Physical Disabilities, 21(6), 515–521.
https://doi-org.proxy.lib.ohio-state.edu/10.1007/s10882-009-9158-4
Dawson, G. (2008). Early behavioral intervention, brain plasticity, and the prevention of
autism spectrum disorder. Development and Psychopathology, 20(3), 775–803.
https://doi.org/10.1017/S0954579408000370
Durand, V. M. (1999). Functional communication training using assistive devices:
recruiting natural communities of reinforcement. Journal of Applied Behavior
Analysis, 32(3), 247–267. https://doi.org/10.1901/jaba.1999.32-247
Falcomata, T. S., Roane, H. S., Muething, C. S., Stephenson, K. M., & Ing, A. D. (2012).
Functional communication training and chained schedules of reinforcement to
treat challenging behavior maintained by terminations of activity interruptions.
Behavior Modification, 36(5), 630–649. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/0145445511433821
Falcomata, T. S., White, P., Muething, C. S., & Fragale, C. (2012). A functional
communication training and chained schedule procedure to treat challenging
79
behavior with multiple functions. Journal of Developmental and Physical
Disabilities, 24(6), 529–538. https://doi-
org.proxy.lib.ohiostate.edu/10.1007/s10882-012-9287-z
Hagopian, L. P., & Frank-Crawford, M. A. (2018). Classification of self-injurious
behavior across the continuum of relative environmental–biological influence.
Journal of Intellectual Disability Research, 62(12), 1108–1113.
https://doi.org/10.1111/jir.12430
Hagopian, L. P., Fisher, W. W., Sullivan, M. T., Acquisto, J., & LeBlanc, L. A. (1998).
Effectiveness of functional communication training with and without extinction
and punishment: a summary of 21 inpatient cases. Journal of Applied Behavior
Analysis, 31(2), 211–235. https://doi.org/10.1901/jaba.1998.31-211
Iacono, T., Trembath, D., & Erickson, S. (2016). The role of augmentative and alternative
communication for children with autism: current status and future trends.
Neuropsychiatric Disease and Treatment, 12, 2349–2361.
https://doi.org/10.2147/NDT.S95967
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994).
Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis,
27(2), 197–209. https://doi.org/10.1901/jaba.1994.27-197
Iwata, B. A., Pace, G. M., Dorsey, M. F., & Zarcone, J. R. (1994). The functions of
selfinjurious behavior: an experimental-epidemiological analysis. Journal of
Applied
Behavior Analysis, 27(2), 215–240. https://doi.org/10.1901/jaba.1994.27-215
Kapp S. K., Steward R., Crane L., Elliott D., Elphick C., Pellicano E., Russell G. (2019).
80
‘People should be allowed to do what they like’: autistic adults’ views and
experiences of stimming. Autism, 23(7), 1782–
1792. https://doi.org/10.1177/1362361319829628
Keen, D., Sigafoos, J., & Woodyatt, G. (2001). Replacing prelinguistic behaviors with
functional communication. Journal of Autism and Developmental Disorders,
31(4), 385–398. https://doi-org.proxy.lib.ohiostate.edu/10.1023/A:1010612618969
Kratochwill, T. R., & Levin, J. R. (2010). Enhancing the scientific credibility of
singlecase intervention research: Randomization to the rescue. Psychological
Methods, 15(2), 124–144. https://doi.org/10.1037/a0017736
Mancil, G. R., Conroy, M. A., Nakao, T., & Alter, P. J. (2006). Functional communication
training in the natural environment: a pilot investigation with a young child with
autism spectrum disorder. Education & Treatment of Children, 29(4), 615–633.
Minshawi, N. F., Hurwitz, S., Fodstad, J. C., Biebl, S., Morriss, D. H., & McDougle, C. J.
(2014). The association between self-injurious behaviors and autism spectrum
disorders. Psychology Research and Behavior Management, 7, 125–136.
https://doi.org/10.2147/PRBM.S44635
Morris, I. F., Sykes, J. R., Paulus, E. R., Dameh, A., Razzaque, A., Esch, L. V., Gruenig,
J., & Zelazo, P. D. (2025). Beyond self-regulation: autistic experiences and
perceptions of stimming. Neurodiversity, 3.
https://doi.org/10.1177/27546330241311096
Napolitano, D. A., Blakkman, L. A., Kohl, L. B., Vallese, H. M., & McAdam, D. B.
(2007). The use of functional communication training to reduce pica. The Journal
of Speech and Language Pathology - Applied Behavior Analysis, 2(1), 25–31.
https://doi-org.proxy.lib.ohio-state.edu/10.1037/h0100206
81
Nolan, J., McBride, M. (2015). Embodied semiosis: autistic ‘stimming’ as sensory praxis.
In: Trifonas, P. (eds) International Handbook of Semiotics. Springer, Dordrecht.
https://doi.org/10.1007/978-94-017-9404-6_48
Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with
autism: evaluation for evidence-based practices within a best evidence synthesis
framework. Journal of Autism and Developmental Disorders, 40(2), 149–166.
https://doi.org/10.1007/s10803-009-0842-0
Rutter, M. (1978). Diagnosis and definition of childhood autism. Journal of Autism and
Childhood Schizophrenia, 8, 139–161. https://doi.org/10.1007/BF01537863
Sigafoos, J., & Meikle, B. (1996). Functional communication training for the treatment of
multiply determined challenging behavior in two boys with autism. Behavior
Modification, 20(1), 60–84. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/01454455960201003
Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski,
B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020).
Evidence-based practices for children, youth, and young adults with autism. The
University of North Carolina at Chapel Hill, Frank Porter Graham Child
Development Institute, National Clearinghouse on Autism Evidence and Practice
Review Team.
Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A
review and practical guide. Behavior Analysis in Practice, 1(1), 16–23.
https://doi.org/10.1007/BF03391716
82
Torelli, J. N., Lambert, J. M., Da Fonte, M. A., Denham, K. N., Jedrzynski, T. M., &
Houchins-Juarez, N. J. (2016). Assessing acquisition of and preference for mand
topographies during functional communication training. Behavior Analysis in
Practice, 9(2), 165–168. https://doi-org.proxy.lib.ohio-
state.edu/10.1007/s40617015-0083-y
Wacker, D. P., Lee, J. F., Dalmau, Y. C. P., Kopelman, T. G., Lindgren, S. D., Kuhle, J., &
Waldron, D. B. (2013). Conducting functional communication training via
telehealth to reduce the problem behavior of young children with autism. Journal
of Developmental and Physical Disabilities, 25(1), 35–48.
https://doi.org/10.1007/s10882-012-9314-0
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental
Disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890
Anderson, E., Barretto, A., McLaughlin, T. F., & McQuaid, T. (2016). Effects of
functional communication training with and without delays to decrease aberrant
behavior in a child with autism spectrum disorder. Journal on Developmental
Disabilities, 22(1), 101–110.
Banerjee, I., Lambert, J. M., Copeland, B. A., Paranczak, J. L., Bailey, K. M., & Standish,
C. M. (2022). Extending functional communication training to multiple language
contexts in bilingual learners with challenging behavior. Journal of Applied
Behavior Analysis, 55(1), 80–100. https://doi-
org.proxy.lib.ohiostate.edu/10.1002/jaba.883
Boyle, M. A., Ortman, M. E., Beckman, A. C., Aholt, S. L., & Keenan, G. L. (2018).
Functional communication training and noncontingent reinforcement in treatment
of stereotypy. Behavioral Interventions, 33(1), 79–86.
https://doiorg.proxy.lib.ohio-state.edu/10.1002/bin.1514
83
Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional
communication training. Journal of Applied Behavior Analysis, 18(2), 111–126.
https://doi.org/10.1901/jaba.1985.18-111
Carr, E. G., & Kemp, D. C. (1989). Functional equivalence of autistic leading and
communicative pointing: analysis and treatment. Journal of Autism and
Developmental Disorders, 19(4), 561–578. https://doi.org/10.1007/BF02212858
Casey, S. D., & Merical, C. L. (2006). The use of functional communication training
without additional treatment procedures in an inclusive school setting. Behavioral
Disorders, 32(1), 46–54. https://doi.org/10.1177/019874290603200102
Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd ed.).
Pearson Education.
Davis, T. N., O’Reilly, M. F., Kang, S., Rispoli, M., Lang, R. B., Machalicek, W., Chan, J.
M., Lancioni, G., & Sigafoos, J. (2009). Impact of presession access to toys
maintaining challenging behavior on functional communication training: a single
case study. Journal of Developmental and Physical Disabilities, 21(6), 515–521.
https://doi-org.proxy.lib.ohio-state.edu/10.1007/s10882-009-9158-4
Dawson, G. (2008). Early behavioral intervention, brain plasticity, and the prevention of
autism spectrum disorder. Development and Psychopathology, 20(3), 775–803.
https://doi.org/10.1017/S0954579408000370
Durand, V. M. (1999). Functional communication training using assistive devices:
recruiting natural communities of reinforcement. Journal of Applied Behavior
Analysis, 32(3), 247–267. https://doi.org/10.1901/jaba.1999.32-247
84
Falcomata, T. S., Roane, H. S., Muething, C. S., Stephenson, K. M., & Ing, A. D. (2012).
Functional communication training and chained schedules of reinforcement to
treat challenging behavior maintained by terminations of activity interruptions.
Behavior Modification, 36(5), 630–649. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/0145445511433821
Falcomata, T. S., White, P., Muething, C. S., & Fragale, C. (2012). A functional
communication training and chained schedule procedure to treat challenging
behavior with multiple functions. Journal of Developmental and Physical
Disabilities, 24(6), 529–538. https://doi-
org.proxy.lib.ohiostate.edu/10.1007/s10882-012-9287-z
Hagopian, L. P., & Frank-Crawford, M. A. (2018). Classification of self-injurious
behavior across the continuum of relative environmental–biological influence.
Journal of Intellectual Disability Research, 62(12), 1108–1113.
https://doi.org/10.1111/jir.12430
Hagopian, L. P., Fisher, W. W., Sullivan, M. T., Acquisto, J., & LeBlanc, L. A. (1998).
Effectiveness of functional communication training with and without extinction
and punishment: a summary of 21 inpatient cases. Journal of Applied Behavior
Analysis, 31(2), 211–235. https://doi.org/10.1901/jaba.1998.31-211
Iacono, T., Trembath, D., & Erickson, S. (2016). The role of augmentative and alternative
communication for children with autism: current status and future trends.
Neuropsychiatric Disease and Treatment, 12, 2349–2361.
https://doi.org/10.2147/NDT.S95967
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994).
85
Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis,
27(2), 197–209. https://doi.org/10.1901/jaba.1994.27-197
Iwata, B. A., Pace, G. M., Dorsey, M. F., & Zarcone, J. R. (1994). The functions of
selfinjurious behavior: an experimental-epidemiological analysis. Journal of
Applied
Behavior Analysis, 27(2), 215–240. https://doi.org/10.1901/jaba.1994.27-215
Kapp S. K., Steward R., Crane L., Elliott D., Elphick C., Pellicano E., Russell G. (2019).
‘People should be allowed to do what they like’: autistic adults’ views and
experiences of stimming. Autism, 23(7), 1782–
1792. https://doi.org/10.1177/1362361319829628
Keen, D., Sigafoos, J., & Woodyatt, G. (2001). Replacing prelinguistic behaviors with
functional communication. Journal of Autism and Developmental Disorders,
31(4), 385–398. https://doi-org.proxy.lib.ohiostate.edu/10.1023/A:1010612618969
Kratochwill, T. R., & Levin, J. R. (2010). Enhancing the scientific credibility of
singlecase intervention research: Randomization to the rescue. Psychological
Methods, 15(2), 124–144. https://doi.org/10.1037/a0017736
Mancil, G. R., Conroy, M. A., Nakao, T., & Alter, P. J. (2006). Functional communication
training in the natural environment: a pilot investigation with a young child with
autism spectrum disorder. Education & Treatment of Children, 29(4), 615–633.
Minshawi, N. F., Hurwitz, S., Fodstad, J. C., Biebl, S., Morriss, D. H., & McDougle, C. J.
(2014). The association between self-injurious behaviors and autism spectrum
disorders. Psychology Research and Behavior Management, 7, 125–136.
https://doi.org/10.2147/PRBM.S44635
86
Morris, I. F., Sykes, J. R., Paulus, E. R., Dameh, A., Razzaque, A., Esch, L. V., Gruenig,
J., & Zelazo, P. D. (2025). Beyond self-regulation: autistic experiences and
perceptions of stimming. Neurodiversity, 3.
https://doi.org/10.1177/27546330241311096
Napolitano, D. A., Blakkman, L. A., Kohl, L. B., Vallese, H. M., & McAdam, D. B.
(2007). The use of functional communication training to reduce pica. The Journal
of Speech and Language Pathology - Applied Behavior Analysis, 2(1), 25–31.
https://doi-org.proxy.lib.ohio-state.edu/10.1037/h0100206
Nolan, J., McBride, M. (2015). Embodied semiosis: autistic ‘stimming’ as sensory praxis.
In: Trifonas, P. (eds) International Handbook of Semiotics. Springer, Dordrecht.
https://doi.org/10.1007/978-94-017-9404-6_48
Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with
autism: evaluation for evidence-based practices within a best evidence synthesis
framework. Journal of Autism and Developmental Disorders, 40(2), 149–166.
https://doi.org/10.1007/s10803-009-0842-0
Rutter, M. (1978). Diagnosis and definition of childhood autism. Journal of Autism and
Childhood Schizophrenia, 8, 139–161. https://doi.org/10.1007/BF01537863
Sigafoos, J., & Meikle, B. (1996). Functional communication training for the treatment of
multiply determined challenging behavior in two boys with autism. Behavior
Modification, 20(1), 60–84. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/01454455960201003
87
Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski,
B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020).
Evidence-based practices for children, youth, and young adults with autism. The
University of North Carolina at Chapel Hill, Frank Porter Graham Child
Development Institute, National Clearinghouse on Autism Evidence and Practice
Review Team.
Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A
review and practical guide. Behavior Analysis in Practice, 1(1), 16–23.
https://doi.org/10.1007/BF03391716
Torelli, J. N., Lambert, J. M., Da Fonte, M. A., Denham, K. N., Jedrzynski, T. M., &
Houchins-Juarez, N. J. (2016). Assessing acquisition of and preference for mand
topographies during functional communication training. Behavior Analysis in
Practice, 9(2), 165–168. https://doi-org.proxy.lib.ohio-
state.edu/10.1007/s40617015-0083-y
Wacker, D. P., Lee, J. F., Dalmau, Y. C. P., Kopelman, T. G., Lindgren, S. D., Kuhle, J., &
Waldron, D. B. (2013). Conducting functional communication training via
telehealth to reduce the problem behavior of young children with autism. Journal
of Developmental and Physical Disabilities, 25(1), 35–48.
https://doi.org/10.1007/s10882-012-9314-0
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental
Disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890
Anderson, E., Barretto, A., McLaughlin, T. F., & McQuaid, T. (2016). Effects of
functional communication training with and without delays to decrease aberrant
behavior in a child with autism spectrum disorder. Journal on Developmental
Disabilities, 22(1), 101–110.
88
Banerjee, I., Lambert, J. M., Copeland, B. A., Paranczak, J. L., Bailey, K. M., & Standish,
C. M. (2022). Extending functional communication training to multiple language
contexts in bilingual learners with challenging behavior. Journal of Applied
Behavior Analysis, 55(1), 80–100. https://doi-
org.proxy.lib.ohiostate.edu/10.1002/jaba.883
Boyle, M. A., Ortman, M. E., Beckman, A. C., Aholt, S. L., & Keenan, G. L. (2018).
Functional communication training and noncontingent reinforcement in treatment
of stereotypy. Behavioral Interventions, 33(1), 79–86.
https://doiorg.proxy.lib.ohio-state.edu/10.1002/bin.1514
Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional
communication training. Journal of Applied Behavior Analysis, 18(2), 111–126.
https://doi.org/10.1901/jaba.1985.18-111
Carr, E. G., & Kemp, D. C. (1989). Functional equivalence of autistic leading and
communicative pointing: analysis and treatment. Journal of Autism and
Developmental Disorders, 19(4), 561–578. https://doi.org/10.1007/BF02212858
Casey, S. D., & Merical, C. L. (2006). The use of functional communication training
without additional treatment procedures in an inclusive school setting. Behavioral
Disorders, 32(1), 46–54. https://doi.org/10.1177/019874290603200102
Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd ed.).
Pearson Education.
Davis, T. N., O’Reilly, M. F., Kang, S., Rispoli, M., Lang, R. B., Machalicek, W., Chan, J.
M., Lancioni, G., & Sigafoos, J. (2009). Impact of presession access to toys
89
maintaining challenging behavior on functional communication training: a single
case study. Journal of Developmental and Physical Disabilities, 21(6), 515–521.
https://doi-org.proxy.lib.ohio-state.edu/10.1007/s10882-009-9158-4
Dawson, G. (2008). Early behavioral intervention, brain plasticity, and the prevention of
autism spectrum disorder. Development and Psychopathology, 20(3), 775–803.
https://doi.org/10.1017/S0954579408000370
Durand, V. M. (1999). Functional communication training using assistive devices:
recruiting natural communities of reinforcement. Journal of Applied Behavior
Analysis, 32(3), 247–267. https://doi.org/10.1901/jaba.1999.32-247
Falcomata, T. S., Roane, H. S., Muething, C. S., Stephenson, K. M., & Ing, A. D. (2012).
Functional communication training and chained schedules of reinforcement to
treat challenging behavior maintained by terminations of activity interruptions.
Behavior Modification, 36(5), 630–649. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/0145445511433821
Falcomata, T. S., White, P., Muething, C. S., & Fragale, C. (2012). A functional
communication training and chained schedule procedure to treat challenging
behavior with multiple functions. Journal of Developmental and Physical
Disabilities, 24(6), 529–538. https://doi-
org.proxy.lib.ohiostate.edu/10.1007/s10882-012-9287-z
Hagopian, L. P., & Frank-Crawford, M. A. (2018). Classification of self-injurious
behavior across the continuum of relative environmental–biological influence.
Journal of Intellectual Disability Research, 62(12), 1108–1113.
https://doi.org/10.1111/jir.12430
90
Hagopian, L. P., Fisher, W. W., Sullivan, M. T., Acquisto, J., & LeBlanc, L. A. (1998).
Effectiveness of functional communication training with and without extinction
and punishment: a summary of 21 inpatient cases. Journal of Applied Behavior
Analysis, 31(2), 211–235. https://doi.org/10.1901/jaba.1998.31-211
Iacono, T., Trembath, D., & Erickson, S. (2016). The role of augmentative and alternative
communication for children with autism: current status and future trends.
Neuropsychiatric Disease and Treatment, 12, 2349–2361.
https://doi.org/10.2147/NDT.S95967
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994).
Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis,
27(2), 197–209. https://doi.org/10.1901/jaba.1994.27-197
Iwata, B. A., Pace, G. M., Dorsey, M. F., & Zarcone, J. R. (1994). The functions of
selfinjurious behavior: an experimental-epidemiological analysis. Journal of
Applied
Behavior Analysis, 27(2), 215–240. https://doi.org/10.1901/jaba.1994.27-215
Kapp S. K., Steward R., Crane L., Elliott D., Elphick C., Pellicano E., Russell G. (2019).
‘People should be allowed to do what they like’: autistic adults’ views and
experiences of stimming. Autism, 23(7), 1782–
1792. https://doi.org/10.1177/1362361319829628
Keen, D., Sigafoos, J., & Woodyatt, G. (2001). Replacing prelinguistic behaviors with
functional communication. Journal of Autism and Developmental Disorders,
31(4), 385–398. https://doi-org.proxy.lib.ohiostate.edu/10.1023/A:1010612618969
91
Kratochwill, T. R., & Levin, J. R. (2010). Enhancing the scientific credibility of
singlecase intervention research: Randomization to the rescue. Psychological
Methods, 15(2), 124–144. https://doi.org/10.1037/a0017736
Mancil, G. R., Conroy, M. A., Nakao, T., & Alter, P. J. (2006). Functional communication
training in the natural environment: a pilot investigation with a young child with
autism spectrum disorder. Education & Treatment of Children, 29(4), 615–633.
Minshawi, N. F., Hurwitz, S., Fodstad, J. C., Biebl, S., Morriss, D. H., & McDougle, C. J.
(2014). The association between self-injurious behaviors and autism spectrum
disorders. Psychology Research and Behavior Management, 7, 125–136.
https://doi.org/10.2147/PRBM.S44635
Morris, I. F., Sykes, J. R., Paulus, E. R., Dameh, A., Razzaque, A., Esch, L. V., Gruenig,
J., & Zelazo, P. D. (2025). Beyond self-regulation: autistic experiences and
perceptions of stimming. Neurodiversity, 3.
https://doi.org/10.1177/27546330241311096
Napolitano, D. A., Blakkman, L. A., Kohl, L. B., Vallese, H. M., & McAdam, D. B.
(2007). The use of functional communication training to reduce pica. The Journal
of Speech and Language Pathology - Applied Behavior Analysis, 2(1), 25–31.
https://doi-org.proxy.lib.ohio-state.edu/10.1037/h0100206
Nolan, J., McBride, M. (2015). Embodied semiosis: autistic ‘stimming’ as sensory praxis.
In: Trifonas, P. (eds) International Handbook of Semiotics. Springer, Dordrecht.
https://doi.org/10.1007/978-94-017-9404-6_48
92
Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with
autism: evaluation for evidence-based practices within a best evidence synthesis
framework. Journal of Autism and Developmental Disorders, 40(2), 149–166.
https://doi.org/10.1007/s10803-009-0842-0
Rutter, M. (1978). Diagnosis and definition of childhood autism. Journal of Autism and
Childhood Schizophrenia, 8, 139–161. https://doi.org/10.1007/BF01537863
Sigafoos, J., & Meikle, B. (1996). Functional communication training for the treatment of
multiply determined challenging behavior in two boys with autism. Behavior
Modification, 20(1), 60–84. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/01454455960201003
Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski,
B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020).
Evidence-based practices for children, youth, and young adults with autism. The
University of North Carolina at Chapel Hill, Frank Porter Graham Child
Development Institute, National Clearinghouse on Autism Evidence and Practice
Review Team.
Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A
review and practical guide. Behavior Analysis in Practice, 1(1), 16–23.
https://doi.org/10.1007/BF03391716
Torelli, J. N., Lambert, J. M., Da Fonte, M. A., Denham, K. N., Jedrzynski, T. M., &
Houchins-Juarez, N. J. (2016). Assessing acquisition of and preference for mand
topographies during functional communication training. Behavior Analysis in
Practice, 9(2), 165–168. https://doi-org.proxy.lib.ohio-
state.edu/10.1007/s40617015-0083-y
93
Wacker, D. P., Lee, J. F., Dalmau, Y. C. P., Kopelman, T. G., Lindgren, S. D., Kuhle, J., &
Waldron, D. B. (2013). Conducting functional communication training via
telehealth to reduce the problem behavior of young children with autism. Journal
of Developmental and Physical Disabilities, 25(1), 35–48.
https://doi.org/10.1007/s10882-012-9314-0
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental
Disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890
Anderson, E., Barretto, A., McLaughlin, T. F., & McQuaid, T. (2016). Effects of
functional communication training with and without delays to decrease aberrant
behavior in a child with autism spectrum disorder. Journal on Developmental
Disabilities, 22(1), 101–110.
Banerjee, I., Lambert, J. M., Copeland, B. A., Paranczak, J. L., Bailey, K. M., & Standish,
C. M. (2022). Extending functional communication training to multiple language
contexts in bilingual learners with challenging behavior. Journal of Applied
Behavior Analysis, 55(1), 80–100. https://doi-
org.proxy.lib.ohiostate.edu/10.1002/jaba.883
Boyle, M. A., Ortman, M. E., Beckman, A. C., Aholt, S. L., & Keenan, G. L. (2018).
Functional communication training and noncontingent reinforcement in treatment
of stereotypy. Behavioral Interventions, 33(1), 79–86.
https://doiorg.proxy.lib.ohio-state.edu/10.1002/bin.1514
Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional
communication training. Journal of Applied Behavior Analysis, 18(2), 111–126.
https://doi.org/10.1901/jaba.1985.18-111
94
Carr, E. G., & Kemp, D. C. (1989). Functional equivalence of autistic leading and
communicative pointing: analysis and treatment. Journal of Autism and
Developmental Disorders, 19(4), 561–578. https://doi.org/10.1007/BF02212858
Casey, S. D., & Merical, C. L. (2006). The use of functional communication training
without additional treatment procedures in an inclusive school setting. Behavioral
Disorders, 32(1), 46–54. https://doi.org/10.1177/019874290603200102
Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd ed.).
Pearson Education.
Davis, T. N., O’Reilly, M. F., Kang, S., Rispoli, M., Lang, R. B., Machalicek, W., Chan, J.
M., Lancioni, G., & Sigafoos, J. (2009). Impact of presession access to toys
maintaining challenging behavior on functional communication training: a single
case study. Journal of Developmental and Physical Disabilities, 21(6), 515–521.
https://doi-org.proxy.lib.ohio-state.edu/10.1007/s10882-009-9158-4
Dawson, G. (2008). Early behavioral intervention, brain plasticity, and the prevention of
autism spectrum disorder. Development and Psychopathology, 20(3), 775–803.
https://doi.org/10.1017/S0954579408000370
Durand, V. M. (1999). Functional communication training using assistive devices:
recruiting natural communities of reinforcement. Journal of Applied Behavior
Analysis, 32(3), 247–267. https://doi.org/10.1901/jaba.1999.32-247
Falcomata, T. S., Roane, H. S., Muething, C. S., Stephenson, K. M., & Ing, A. D. (2012).
Functional communication training and chained schedules of reinforcement to
treat challenging behavior maintained by terminations of activity interruptions.
95
Behavior Modification, 36(5), 630–649. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/0145445511433821
Falcomata, T. S., White, P., Muething, C. S., & Fragale, C. (2012). A functional
communication training and chained schedule procedure to treat challenging
behavior with multiple functions. Journal of Developmental and Physical
Disabilities, 24(6), 529–538. https://doi-
org.proxy.lib.ohiostate.edu/10.1007/s10882-012-9287-z
Hagopian, L. P., & Frank-Crawford, M. A. (2018). Classification of self-injurious
behavior across the continuum of relative environmental–biological influence.
Journal of Intellectual Disability Research, 62(12), 1108–1113.
https://doi.org/10.1111/jir.12430
Hagopian, L. P., Fisher, W. W., Sullivan, M. T., Acquisto, J., & LeBlanc, L. A. (1998).
Effectiveness of functional communication training with and without extinction
and punishment: a summary of 21 inpatient cases. Journal of Applied Behavior
Analysis, 31(2), 211–235. https://doi.org/10.1901/jaba.1998.31-211
Iacono, T., Trembath, D., & Erickson, S. (2016). The role of augmentative and alternative
communication for children with autism: current status and future trends.
Neuropsychiatric Disease and Treatment, 12, 2349–2361.
https://doi.org/10.2147/NDT.S95967
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994).
Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis,
27(2), 197–209. https://doi.org/10.1901/jaba.1994.27-197
96
Iwata, B. A., Pace, G. M., Dorsey, M. F., & Zarcone, J. R. (1994). The functions of
selfinjurious behavior: an experimental-epidemiological analysis. Journal of
Applied
Behavior Analysis, 27(2), 215–240. https://doi.org/10.1901/jaba.1994.27-215
Kapp S. K., Steward R., Crane L., Elliott D., Elphick C., Pellicano E., Russell G. (2019).
‘People should be allowed to do what they like’: autistic adults’ views and
experiences of stimming. Autism, 23(7), 1782–
1792. https://doi.org/10.1177/1362361319829628
Keen, D., Sigafoos, J., & Woodyatt, G. (2001). Replacing prelinguistic behaviors with
functional communication. Journal of Autism and Developmental Disorders,
31(4), 385–398. https://doi-org.proxy.lib.ohiostate.edu/10.1023/A:1010612618969
Kratochwill, T. R., & Levin, J. R. (2010). Enhancing the scientific credibility of
singlecase intervention research: Randomization to the rescue. Psychological
Methods, 15(2), 124–144. https://doi.org/10.1037/a0017736
Mancil, G. R., Conroy, M. A., Nakao, T., & Alter, P. J. (2006). Functional communication
training in the natural environment: a pilot investigation with a young child with
autism spectrum disorder. Education & Treatment of Children, 29(4), 615–633.
Minshawi, N. F., Hurwitz, S., Fodstad, J. C., Biebl, S., Morriss, D. H., & McDougle, C. J.
(2014). The association between self-injurious behaviors and autism spectrum
disorders. Psychology Research and Behavior Management, 7, 125–136.
https://doi.org/10.2147/PRBM.S44635
97
Morris, I. F., Sykes, J. R., Paulus, E. R., Dameh, A., Razzaque, A., Esch, L. V., Gruenig,
J., & Zelazo, P. D. (2025). Beyond self-regulation: autistic experiences and
perceptions of stimming. Neurodiversity, 3.
https://doi.org/10.1177/27546330241311096
Napolitano, D. A., Blakkman, L. A., Kohl, L. B., Vallese, H. M., & McAdam, D. B.
(2007). The use of functional communication training to reduce pica. The Journal
of Speech and Language Pathology - Applied Behavior Analysis, 2(1), 25–31.
https://doi-org.proxy.lib.ohio-state.edu/10.1037/h0100206
Nolan, J., McBride, M. (2015). Embodied semiosis: autistic ‘stimming’ as sensory praxis.
In: Trifonas, P. (eds) International Handbook of Semiotics. Springer, Dordrecht.
https://doi.org/10.1007/978-94-017-9404-6_48
Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with
autism: evaluation for evidence-based practices within a best evidence synthesis
framework. Journal of Autism and Developmental Disorders, 40(2), 149–166.
https://doi.org/10.1007/s10803-009-0842-0
Rutter, M. (1978). Diagnosis and definition of childhood autism. Journal of Autism and
Childhood Schizophrenia, 8, 139–161. https://doi.org/10.1007/BF01537863
Sigafoos, J., & Meikle, B. (1996). Functional communication training for the treatment of
multiply determined challenging behavior in two boys with autism. Behavior
Modification, 20(1), 60–84. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/01454455960201003
Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski,
B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020).
98
Evidence-based practices for children, youth, and young adults with autism. The
University of North Carolina at Chapel Hill, Frank Porter Graham Child
Development Institute, National Clearinghouse on Autism Evidence and Practice
Review Team.
Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A
review and practical guide. Behavior Analysis in Practice, 1(1), 16–23.
https://doi.org/10.1007/BF03391716
Torelli, J. N., Lambert, J. M., Da Fonte, M. A., Denham, K. N., Jedrzynski, T. M., &
Houchins-Juarez, N. J. (2016). Assessing acquisition of and preference for mand
topographies during functional communication training. Behavior Analysis in
Practice, 9(2), 165–168. https://doi-org.proxy.lib.ohio-
state.edu/10.1007/s40617015-0083-y
Wacker, D. P., Lee, J. F., Dalmau, Y. C. P., Kopelman, T. G., Lindgren, S. D., Kuhle, J., &
Waldron, D. B. (2013). Conducting functional communication training via
telehealth to reduce the problem behavior of young children with autism. Journal
of Developmental and Physical Disabilities, 25(1), 35–48.
https://doi.org/10.1007/s10882-012-9314-0
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental
Disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890
Anderson, E., Barretto, A., McLaughlin, T. F., & McQuaid, T. (2016). Effects of
functional communication training with and without delays to decrease aberrant
behavior in a child with autism spectrum disorder. Journal on Developmental
Disabilities, 22(1), 101–110.
Banerjee, I., Lambert, J. M., Copeland, B. A., Paranczak, J. L., Bailey, K. M., & Standish,
C. M. (2022). Extending functional communication training to multiple language
99
contexts in bilingual learners with challenging behavior. Journal of Applied
Behavior Analysis, 55(1), 80–100. https://doi-
org.proxy.lib.ohiostate.edu/10.1002/jaba.883
Boyle, M. A., Ortman, M. E., Beckman, A. C., Aholt, S. L., & Keenan, G. L. (2018).
Functional communication training and noncontingent reinforcement in treatment
of stereotypy. Behavioral Interventions, 33(1), 79–86.
https://doiorg.proxy.lib.ohio-state.edu/10.1002/bin.1514
Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional
communication training. Journal of Applied Behavior Analysis, 18(2), 111–126.
https://doi.org/10.1901/jaba.1985.18-111
Carr, E. G., & Kemp, D. C. (1989). Functional equivalence of autistic leading and
communicative pointing: analysis and treatment. Journal of Autism and
Developmental Disorders, 19(4), 561–578. https://doi.org/10.1007/BF02212858
Casey, S. D., & Merical, C. L. (2006). The use of functional communication training
without additional treatment procedures in an inclusive school setting. Behavioral
Disorders, 32(1), 46–54. https://doi.org/10.1177/019874290603200102
Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd ed.).
Pearson Education.
Davis, T. N., O’Reilly, M. F., Kang, S., Rispoli, M., Lang, R. B., Machalicek, W., Chan, J.
M., Lancioni, G., & Sigafoos, J. (2009). Impact of presession access to toys
maintaining challenging behavior on functional communication training: a single
case study. Journal of Developmental and Physical Disabilities, 21(6), 515–521.
https://doi-org.proxy.lib.ohio-state.edu/10.1007/s10882-009-9158-4
100
Dawson, G. (2008). Early behavioral intervention, brain plasticity, and the prevention of
autism spectrum disorder. Development and Psychopathology, 20(3), 775–803.
https://doi.org/10.1017/S0954579408000370
Durand, V. M. (1999). Functional communication training using assistive devices:
recruiting natural communities of reinforcement. Journal of Applied Behavior
Analysis, 32(3), 247–267. https://doi.org/10.1901/jaba.1999.32-247
Falcomata, T. S., Roane, H. S., Muething, C. S., Stephenson, K. M., & Ing, A. D. (2012).
Functional communication training and chained schedules of reinforcement to
treat challenging behavior maintained by terminations of activity interruptions.
Behavior Modification, 36(5), 630–649. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/0145445511433821
Falcomata, T. S., White, P., Muething, C. S., & Fragale, C. (2012). A functional
communication training and chained schedule procedure to treat challenging
behavior with multiple functions. Journal of Developmental and Physical
Disabilities, 24(6), 529–538. https://doi-
org.proxy.lib.ohiostate.edu/10.1007/s10882-012-9287-z
Hagopian, L. P., & Frank-Crawford, M. A. (2018). Classification of self-injurious
behavior across the continuum of relative environmental–biological influence.
Journal of Intellectual Disability Research, 62(12), 1108–1113.
https://doi.org/10.1111/jir.12430
Hagopian, L. P., Fisher, W. W., Sullivan, M. T., Acquisto, J., & LeBlanc, L. A. (1998).
Effectiveness of functional communication training with and without extinction
101
and punishment: a summary of 21 inpatient cases. Journal of Applied Behavior
Analysis, 31(2), 211–235. https://doi.org/10.1901/jaba.1998.31-211
Iacono, T., Trembath, D., & Erickson, S. (2016). The role of augmentative and alternative
communication for children with autism: current status and future trends.
Neuropsychiatric Disease and Treatment, 12, 2349–2361.
https://doi.org/10.2147/NDT.S95967
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994).
Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis,
27(2), 197–209. https://doi.org/10.1901/jaba.1994.27-197
Iwata, B. A., Pace, G. M., Dorsey, M. F., & Zarcone, J. R. (1994). The functions of
selfinjurious behavior: an experimental-epidemiological analysis. Journal of
Applied
Behavior Analysis, 27(2), 215–240. https://doi.org/10.1901/jaba.1994.27-215
Kapp S. K., Steward R., Crane L., Elliott D., Elphick C., Pellicano E., Russell G. (2019).
‘People should be allowed to do what they like’: autistic adults’ views and
experiences of stimming. Autism, 23(7), 1782–
1792. https://doi.org/10.1177/1362361319829628
Keen, D., Sigafoos, J., & Woodyatt, G. (2001). Replacing prelinguistic behaviors with
functional communication. Journal of Autism and Developmental Disorders,
31(4), 385–398. https://doi-org.proxy.lib.ohiostate.edu/10.1023/A:1010612618969
Kratochwill, T. R., & Levin, J. R. (2010). Enhancing the scientific credibility of
singlecase intervention research: Randomization to the rescue. Psychological
Methods, 15(2), 124–144. https://doi.org/10.1037/a0017736
102
Mancil, G. R., Conroy, M. A., Nakao, T., & Alter, P. J. (2006). Functional communication
training in the natural environment: a pilot investigation with a young child with
autism spectrum disorder. Education & Treatment of Children, 29(4), 615–633.
Minshawi, N. F., Hurwitz, S., Fodstad, J. C., Biebl, S., Morriss, D. H., & McDougle, C. J.
(2014). The association between self-injurious behaviors and autism spectrum
disorders. Psychology Research and Behavior Management, 7, 125–136.
https://doi.org/10.2147/PRBM.S44635
Morris, I. F., Sykes, J. R., Paulus, E. R., Dameh, A., Razzaque, A., Esch, L. V., Gruenig,
J., & Zelazo, P. D. (2025). Beyond self-regulation: autistic experiences and
perceptions of stimming. Neurodiversity, 3.
https://doi.org/10.1177/27546330241311096
Napolitano, D. A., Blakkman, L. A., Kohl, L. B., Vallese, H. M., & McAdam, D. B.
(2007). The use of functional communication training to reduce pica. The Journal
of Speech and Language Pathology - Applied Behavior Analysis, 2(1), 25–31.
https://doi-org.proxy.lib.ohio-state.edu/10.1037/h0100206
Nolan, J., McBride, M. (2015). Embodied semiosis: autistic ‘stimming’ as sensory praxis.
In: Trifonas, P. (eds) International Handbook of Semiotics. Springer, Dordrecht.
https://doi.org/10.1007/978-94-017-9404-6_48
Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with
autism: evaluation for evidence-based practices within a best evidence synthesis
framework. Journal of Autism and Developmental Disorders, 40(2), 149–166.
https://doi.org/10.1007/s10803-009-0842-0
103
Rutter, M. (1978). Diagnosis and definition of childhood autism. Journal of Autism and
Childhood Schizophrenia, 8, 139–161. https://doi.org/10.1007/BF01537863
Sigafoos, J., & Meikle, B. (1996). Functional communication training for the treatment of
multiply determined challenging behavior in two boys with autism. Behavior
Modification, 20(1), 60–84. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/01454455960201003
Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski,
B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020).
Evidence-based practices for children, youth, and young adults with autism. The
University of North Carolina at Chapel Hill, Frank Porter Graham Child
Development Institute, National Clearinghouse on Autism Evidence and Practice
Review Team.
Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A
review and practical guide. Behavior Analysis in Practice, 1(1), 16–23.
https://doi.org/10.1007/BF03391716
Torelli, J. N., Lambert, J. M., Da Fonte, M. A., Denham, K. N., Jedrzynski, T. M., &
Houchins-Juarez, N. J. (2016). Assessing acquisition of and preference for mand
topographies during functional communication training. Behavior Analysis in
Practice, 9(2), 165–168. https://doi-org.proxy.lib.ohio-
state.edu/10.1007/s40617015-0083-y
Wacker, D. P., Lee, J. F., Dalmau, Y. C. P., Kopelman, T. G., Lindgren, S. D., Kuhle, J., &
Waldron, D. B. (2013). Conducting functional communication training via
telehealth to reduce the problem behavior of young children with autism. Journal
of Developmental and Physical Disabilities, 25(1), 35–48.
104
https://doi.org/10.1007/s10882-012-9314-0
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental
Disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890
Anderson, E., Barretto, A., McLaughlin, T. F., & McQuaid, T. (2016). Effects of
functional communication training with and without delays to decrease aberrant
behavior in a child with autism spectrum disorder. Journal on Developmental
Disabilities, 22(1), 101–110.
Banerjee, I., Lambert, J. M., Copeland, B. A., Paranczak, J. L., Bailey, K. M., & Standish,
C. M. (2022). Extending functional communication training to multiple language
contexts in bilingual learners with challenging behavior. Journal of Applied
Behavior Analysis, 55(1), 80–100. https://doi-
org.proxy.lib.ohiostate.edu/10.1002/jaba.883
Boyle, M. A., Ortman, M. E., Beckman, A. C., Aholt, S. L., & Keenan, G. L. (2018).
Functional communication training and noncontingent reinforcement in treatment
of stereotypy. Behavioral Interventions, 33(1), 79–86.
https://doiorg.proxy.lib.ohio-state.edu/10.1002/bin.1514
Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional
communication training. Journal of Applied Behavior Analysis, 18(2), 111–126.
https://doi.org/10.1901/jaba.1985.18-111
Carr, E. G., & Kemp, D. C. (1989). Functional equivalence of autistic leading and
communicative pointing: analysis and treatment. Journal of Autism and
Developmental Disorders, 19(4), 561–578. https://doi.org/10.1007/BF02212858
105
Casey, S. D., & Merical, C. L. (2006). The use of functional communication training
without additional treatment procedures in an inclusive school setting. Behavioral
Disorders, 32(1), 46–54. https://doi.org/10.1177/019874290603200102
Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd ed.).
Pearson Education.
Davis, T. N., O’Reilly, M. F., Kang, S., Rispoli, M., Lang, R. B., Machalicek, W., Chan, J.
M., Lancioni, G., & Sigafoos, J. (2009). Impact of presession access to toys
maintaining challenging behavior on functional communication training: a single
case study. Journal of Developmental and Physical Disabilities, 21(6), 515–521.
https://doi-org.proxy.lib.ohio-state.edu/10.1007/s10882-009-9158-4
Dawson, G. (2008). Early behavioral intervention, brain plasticity, and the prevention of
autism spectrum disorder. Development and Psychopathology, 20(3), 775–803.
https://doi.org/10.1017/S0954579408000370
Durand, V. M. (1999). Functional communication training using assistive devices:
recruiting natural communities of reinforcement. Journal of Applied Behavior
Analysis, 32(3), 247–267. https://doi.org/10.1901/jaba.1999.32-247
Falcomata, T. S., Roane, H. S., Muething, C. S., Stephenson, K. M., & Ing, A. D. (2012).
Functional communication training and chained schedules of reinforcement to
treat challenging behavior maintained by terminations of activity interruptions.
Behavior Modification, 36(5), 630–649. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/0145445511433821
Falcomata, T. S., White, P., Muething, C. S., & Fragale, C. (2012). A functional
communication training and chained schedule procedure to treat challenging
106
behavior with multiple functions. Journal of Developmental and Physical
Disabilities, 24(6), 529–538. https://doi-
org.proxy.lib.ohiostate.edu/10.1007/s10882-012-9287-z
Hagopian, L. P., & Frank-Crawford, M. A. (2018). Classification of self-injurious
behavior across the continuum of relative environmental–biological influence.
Journal of Intellectual Disability Research, 62(12), 1108–1113.
https://doi.org/10.1111/jir.12430
Hagopian, L. P., Fisher, W. W., Sullivan, M. T., Acquisto, J., & LeBlanc, L. A. (1998).
Effectiveness of functional communication training with and without extinction
and punishment: a summary of 21 inpatient cases. Journal of Applied Behavior
Analysis, 31(2), 211–235. https://doi.org/10.1901/jaba.1998.31-211
Iacono, T., Trembath, D., & Erickson, S. (2016). The role of augmentative and alternative
communication for children with autism: current status and future trends.
Neuropsychiatric Disease and Treatment, 12, 2349–2361.
https://doi.org/10.2147/NDT.S95967
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994).
Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis,
27(2), 197–209. https://doi.org/10.1901/jaba.1994.27-197
Iwata, B. A., Pace, G. M., Dorsey, M. F., & Zarcone, J. R. (1994). The functions of
selfinjurious behavior: an experimental-epidemiological analysis. Journal of
Applied
Behavior Analysis, 27(2), 215–240. https://doi.org/10.1901/jaba.1994.27-215
Kapp S. K., Steward R., Crane L., Elliott D., Elphick C., Pellicano E., Russell G. (2019).
107
‘People should be allowed to do what they like’: autistic adults’ views and
experiences of stimming. Autism, 23(7), 1782–
1792. https://doi.org/10.1177/1362361319829628
Keen, D., Sigafoos, J., & Woodyatt, G. (2001). Replacing prelinguistic behaviors with
functional communication. Journal of Autism and Developmental Disorders,
31(4), 385–398. https://doi-org.proxy.lib.ohiostate.edu/10.1023/A:1010612618969
Kratochwill, T. R., & Levin, J. R. (2010). Enhancing the scientific credibility of
singlecase intervention research: Randomization to the rescue. Psychological
Methods, 15(2), 124–144. https://doi.org/10.1037/a0017736
Mancil, G. R., Conroy, M. A., Nakao, T., & Alter, P. J. (2006). Functional communication
training in the natural environment: a pilot investigation with a young child with
autism spectrum disorder. Education & Treatment of Children, 29(4), 615–633.
Minshawi, N. F., Hurwitz, S., Fodstad, J. C., Biebl, S., Morriss, D. H., & McDougle, C. J.
(2014). The association between self-injurious behaviors and autism spectrum
disorders. Psychology Research and Behavior Management, 7, 125–136.
https://doi.org/10.2147/PRBM.S44635
Morris, I. F., Sykes, J. R., Paulus, E. R., Dameh, A., Razzaque, A., Esch, L. V., Gruenig,
J., & Zelazo, P. D. (2025). Beyond self-regulation: autistic experiences and
perceptions of stimming. Neurodiversity, 3.
https://doi.org/10.1177/27546330241311096
Napolitano, D. A., Blakkman, L. A., Kohl, L. B., Vallese, H. M., & McAdam, D. B.
(2007). The use of functional communication training to reduce pica. The Journal
of Speech and Language Pathology - Applied Behavior Analysis, 2(1), 25–31.
https://doi-org.proxy.lib.ohio-state.edu/10.1037/h0100206
108
Nolan, J., McBride, M. (2015). Embodied semiosis: autistic ‘stimming’ as sensory praxis.
In: Trifonas, P. (eds) International Handbook of Semiotics. Springer, Dordrecht.
https://doi.org/10.1007/978-94-017-9404-6_48
Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with
autism: evaluation for evidence-based practices within a best evidence synthesis
framework. Journal of Autism and Developmental Disorders, 40(2), 149–166.
https://doi.org/10.1007/s10803-009-0842-0
Rutter, M. (1978). Diagnosis and definition of childhood autism. Journal of Autism and
Childhood Schizophrenia, 8, 139–161. https://doi.org/10.1007/BF01537863
Sigafoos, J., & Meikle, B. (1996). Functional communication training for the treatment of
multiply determined challenging behavior in two boys with autism. Behavior
Modification, 20(1), 60–84. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/01454455960201003
Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski,
B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020).
Evidence-based practices for children, youth, and young adults with autism. The
University of North Carolina at Chapel Hill, Frank Porter Graham Child
Development Institute, National Clearinghouse on Autism Evidence and Practice
Review Team.
Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A
review and practical guide. Behavior Analysis in Practice, 1(1), 16–23.
https://doi.org/10.1007/BF03391716
109
Torelli, J. N., Lambert, J. M., Da Fonte, M. A., Denham, K. N., Jedrzynski, T. M., &
Houchins-Juarez, N. J. (2016). Assessing acquisition of and preference for mand
topographies during functional communication training. Behavior Analysis in
Practice, 9(2), 165–168. https://doi-org.proxy.lib.ohio-
state.edu/10.1007/s40617015-0083-y
Wacker, D. P., Lee, J. F., Dalmau, Y. C. P., Kopelman, T. G., Lindgren, S. D., Kuhle, J., &
Waldron, D. B. (2013). Conducting functional communication training via
telehealth to reduce the problem behavior of young children with autism. Journal
of Developmental and Physical Disabilities, 25(1), 35–48.
https://doi.org/10.1007/s10882-012-9314-0
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental
Disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890
Anderson, E., Barretto, A., McLaughlin, T. F., & McQuaid, T. (2016). Effects of
functional communication training with and without delays to decrease aberrant
behavior in a child with autism spectrum disorder. Journal on Developmental
Disabilities, 22(1), 101–110.
Banerjee, I., Lambert, J. M., Copeland, B. A., Paranczak, J. L., Bailey, K. M., & Standish,
C. M. (2022). Extending functional communication training to multiple language
contexts in bilingual learners with challenging behavior. Journal of Applied
Behavior Analysis, 55(1), 80–100. https://doi-
org.proxy.lib.ohiostate.edu/10.1002/jaba.883
Boyle, M. A., Ortman, M. E., Beckman, A. C., Aholt, S. L., & Keenan, G. L. (2018).
Functional communication training and noncontingent reinforcement in treatment
of stereotypy. Behavioral Interventions, 33(1), 79–86.
https://doiorg.proxy.lib.ohio-state.edu/10.1002/bin.1514
110
Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional
communication training. Journal of Applied Behavior Analysis, 18(2), 111–126.
https://doi.org/10.1901/jaba.1985.18-111
Carr, E. G., & Kemp, D. C. (1989). Functional equivalence of autistic leading and
communicative pointing: analysis and treatment. Journal of Autism and
Developmental Disorders, 19(4), 561–578. https://doi.org/10.1007/BF02212858
Casey, S. D., & Merical, C. L. (2006). The use of functional communication training
without additional treatment procedures in an inclusive school setting. Behavioral
Disorders, 32(1), 46–54. https://doi.org/10.1177/019874290603200102
Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd ed.).
Pearson Education.
Davis, T. N., O’Reilly, M. F., Kang, S., Rispoli, M., Lang, R. B., Machalicek, W., Chan, J.
M., Lancioni, G., & Sigafoos, J. (2009). Impact of presession access to toys
maintaining challenging behavior on functional communication training: a single
case study. Journal of Developmental and Physical Disabilities, 21(6), 515–521.
https://doi-org.proxy.lib.ohio-state.edu/10.1007/s10882-009-9158-4
Dawson, G. (2008). Early behavioral intervention, brain plasticity, and the prevention of
autism spectrum disorder. Development and Psychopathology, 20(3), 775–803.
https://doi.org/10.1017/S0954579408000370
Durand, V. M. (1999). Functional communication training using assistive devices:
recruiting natural communities of reinforcement. Journal of Applied Behavior
Analysis, 32(3), 247–267. https://doi.org/10.1901/jaba.1999.32-247
111
Falcomata, T. S., Roane, H. S., Muething, C. S., Stephenson, K. M., & Ing, A. D. (2012).
Functional communication training and chained schedules of reinforcement to
treat challenging behavior maintained by terminations of activity interruptions.
Behavior Modification, 36(5), 630–649. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/0145445511433821
Falcomata, T. S., White, P., Muething, C. S., & Fragale, C. (2012). A functional
communication training and chained schedule procedure to treat challenging
behavior with multiple functions. Journal of Developmental and Physical
Disabilities, 24(6), 529–538. https://doi-
org.proxy.lib.ohiostate.edu/10.1007/s10882-012-9287-z
Hagopian, L. P., & Frank-Crawford, M. A. (2018). Classification of self-injurious
behavior across the continuum of relative environmental–biological influence.
Journal of Intellectual Disability Research, 62(12), 1108–1113.
https://doi.org/10.1111/jir.12430
Hagopian, L. P., Fisher, W. W., Sullivan, M. T., Acquisto, J., & LeBlanc, L. A. (1998).
Effectiveness of functional communication training with and without extinction
and punishment: a summary of 21 inpatient cases. Journal of Applied Behavior
Analysis, 31(2), 211–235. https://doi.org/10.1901/jaba.1998.31-211
Iacono, T., Trembath, D., & Erickson, S. (2016). The role of augmentative and alternative
communication for children with autism: current status and future trends.
Neuropsychiatric Disease and Treatment, 12, 2349–2361.
https://doi.org/10.2147/NDT.S95967
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994).
112
Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis,
27(2), 197–209. https://doi.org/10.1901/jaba.1994.27-197
Iwata, B. A., Pace, G. M., Dorsey, M. F., & Zarcone, J. R. (1994). The functions of
selfinjurious behavior: an experimental-epidemiological analysis. Journal of
Applied
Behavior Analysis, 27(2), 215–240. https://doi.org/10.1901/jaba.1994.27-215
Kapp S. K., Steward R., Crane L., Elliott D., Elphick C., Pellicano E., Russell G. (2019).
‘People should be allowed to do what they like’: autistic adults’ views and
experiences of stimming. Autism, 23(7), 1782–
1792. https://doi.org/10.1177/1362361319829628
Keen, D., Sigafoos, J., & Woodyatt, G. (2001). Replacing prelinguistic behaviors with
functional communication. Journal of Autism and Developmental Disorders,
31(4), 385–398. https://doi-org.proxy.lib.ohiostate.edu/10.1023/A:1010612618969
Kratochwill, T. R., & Levin, J. R. (2010). Enhancing the scientific credibility of
singlecase intervention research: Randomization to the rescue. Psychological
Methods, 15(2), 124–144. https://doi.org/10.1037/a0017736
Mancil, G. R., Conroy, M. A., Nakao, T., & Alter, P. J. (2006). Functional communication
training in the natural environment: a pilot investigation with a young child with
autism spectrum disorder. Education & Treatment of Children, 29(4), 615–633.
Minshawi, N. F., Hurwitz, S., Fodstad, J. C., Biebl, S., Morriss, D. H., & McDougle, C. J.
(2014). The association between self-injurious behaviors and autism spectrum
disorders. Psychology Research and Behavior Management, 7, 125–136.
https://doi.org/10.2147/PRBM.S44635
113
Morris, I. F., Sykes, J. R., Paulus, E. R., Dameh, A., Razzaque, A., Esch, L. V., Gruenig,
J., & Zelazo, P. D. (2025). Beyond self-regulation: autistic experiences and
perceptions of stimming. Neurodiversity, 3.
https://doi.org/10.1177/27546330241311096
Napolitano, D. A., Blakkman, L. A., Kohl, L. B., Vallese, H. M., & McAdam, D. B.
(2007). The use of functional communication training to reduce pica. The Journal
of Speech and Language Pathology - Applied Behavior Analysis, 2(1), 25–31.
https://doi-org.proxy.lib.ohio-state.edu/10.1037/h0100206
Nolan, J., McBride, M. (2015). Embodied semiosis: autistic ‘stimming’ as sensory praxis.
In: Trifonas, P. (eds) International Handbook of Semiotics. Springer, Dordrecht.
https://doi.org/10.1007/978-94-017-9404-6_48
Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with
autism: evaluation for evidence-based practices within a best evidence synthesis
framework. Journal of Autism and Developmental Disorders, 40(2), 149–166.
https://doi.org/10.1007/s10803-009-0842-0
Rutter, M. (1978). Diagnosis and definition of childhood autism. Journal of Autism and
Childhood Schizophrenia, 8, 139–161. https://doi.org/10.1007/BF01537863
Sigafoos, J., & Meikle, B. (1996). Functional communication training for the treatment of
multiply determined challenging behavior in two boys with autism. Behavior
Modification, 20(1), 60–84. https://doi-
org.proxy.lib.ohiostate.edu/10.1177/01454455960201003
114
Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski,
B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020).
Evidence-based practices for children, youth, and young adults with autism. The
University of North Carolina at Chapel Hill, Frank Porter Graham Child
Development Institute, National Clearinghouse on Autism Evidence and Practice
Review Team.
Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A
review and practical guide. Behavior Analysis in Practice, 1(1), 16–23.
https://doi.org/10.1007/BF03391716
Torelli, J. N., Lambert, J. M., Da Fonte, M. A., Denham, K. N., Jedrzynski, T. M., &
Houchins-Juarez, N. J. (2016). Assessing acquisition of and preference for mand
topographies during functional communication training. Behavior Analysis in
Practice, 9(2), 165–168. https://doi-org.proxy.lib.ohio-
state.edu/10.1007/s40617015-0083-y
Wacker, D. P., Lee, J. F., Dalmau, Y. C. P., Kopelman, T. G., Lindgren, S. D., Kuhle, J., &
Waldron, D. B. (2013). Conducting functional communication training via
telehealth to reduce the problem behavior of young children with autism. Journal
of Developmental and Physical Disabilities, 25(1), 35–48.
https://doi.org/10.1007/s10882-012-9314-0
