Teaching Children With Autism

• teaching a replacement response that works in the situations that matter; - reducing the need for problem behavior when reinforcement is delivered consistently; - increasing independence across people and settings; - giving caregivers a shared response plan; - creating measurable Verbal Behavior targets for instruction and review.

FCT does not require spoken language. It can be implemented with speech, gestures, signs, picture exchange, written words, or an augmentative and alternative communication (AAC) device. The response should be selected with the child’s communication abilities, motor skills, sensory needs, and support from a qualified speech-language professional when appropriate.

Why Functional Requests Work

Problem behavior often persists because it has a reliable result. A child may scream when a difficult worksheet appears and then be allowed to leave the table. Another child may grab a tablet and receive it after adults negotiate. A third may hit when a peer approaches and gain distance. These patterns are examples of reinforcement: an outcome increases the likelihood that the behavior will occur again in similar circumstances.

FCT begins with the behavior’s function, meaning the result the behavior produces for the child. Common functions include access to a preferred item or activity, escape from a demand, social attention, and automatic or sensory reinforcement. Function cannot be determined safely from appearance alone. A scream may mean “give me the snack,” “help me,” “stop the noise,” or “I need a break.” A brief functional behavior assessment (FBA), completed by a qualified professional when behavior is severe, frequent, or unclear, can help identify the pattern.

Several factors determine whether a functional request will replace problem behavior:

1. Efficiency: The request must be easier or at least no harder than the problem behavior. A child who can press one clearly labeled button should not be required to produce a long sentence before receiving help. 2. Immediate value: The request must contact the relevant outcome quickly, particularly during early teaching. If “break” produces a break only after several minutes of waiting, screaming may remain more effective. 3. Consistency: Adults must respond similarly across teaching sessions, home routines, classrooms, and community settings. Inconsistent reinforcement can make the child persist with the older response. 4. Generalization: The child must learn that the request works with different people, materials, and locations. A “help” card that works only at one table is not yet a dependable communication system. 5. Tolerance for delay: Once the request is established, the child can gradually learn to wait, accept a smaller portion, or complete a brief task before receiving the outcome. This should be taught carefully rather than imposed at the beginning.

The Mand-First Ladder organizes this teaching sequence. First, identify the outcome the child is trying to obtain. Next, select the simplest effective mand. Then teach it when motivation is present, reinforce it immediately, and gradually build flexibility. This order protects the central principle: communication must work before expectations are increased.

Consider a child who pushes materials away and cries when asked to complete a handwriting task. If observation shows that the child consistently leaves the task after this behavior, the initial mand might be “break,” a break card, or a device button labeled “break.” If the child instead reaches toward a locked snack cabinet and screams when access is blocked, “cracker” or “snack” may be the relevant first mand. The target is not chosen because it sounds advanced; it is chosen because it matches the child’s immediate need and the behavior’s likely function.

Applying the Mand-First Ladder

Begin by collecting simple information for three to five days. Record what happened immediately before the behavior, the behavior itself, and what happened afterward. Note the time, activity, communication available, and outcome. For example: “Math worksheet presented; child hit adult; worksheet removed for two minutes.” Patterns across several observations are more useful than a single incident.

Choose one high-value request first. Select an outcome that can be delivered safely and often enough for practice. Examples include “help,” “break,” “more,” “open,” “finished,” “my turn,” or a specific preferred item. Use the least demanding response the child can perform independently or with brief prompting. A child who cannot yet imitate speech may touch a picture, exchange a card, or activate a device message.

Teach during a planned opportunity, not only after a crisis begins. Arrange the environment so the desired item, activity, or assistance is visible but not freely available for a short period. When the child shows a relevant precursor - looking toward the item, reaching, pausing at the task, or approaching the adult - prompt the mand immediately. Use a brief verbal model, gesture, visual cue, or physical guidance only as needed and in accordance with the child’s support plan. As soon as the child completes the response, provide the requested outcome within one to three seconds whenever safety allows.

Run five to ten brief practice opportunities in a session, two to four times daily, across ordinary routines. Keep early sessions under five minutes. For a “more” mand, provide a small portion, pause, prompt the request, and deliver another portion. For “help,” present a mildly difficult step, prompt the request, and assist immediately. For “break,” provide a short, clearly defined break - often 30 to 60 seconds at first - then signal when the activity resumes. The exact duration should reflect the child’s plan and the task’s demands; do not use a break as a surprise removal of all expectations.

Track three measures: independent requests, prompted requests, and episodes of the target problem behavior. A practical early milestone is five independent requests across two consecutive sessions with at least two adults. Do not increase waiting time or task demands merely because one session went well. First confirm that the request remains reliable across several days and settings.

Progress through the ladder gradually. After the child requests independently, vary the person, room, materials, and time of day. Then introduce small delays, such as five seconds, using a visual timer or “wait” card. Reinforce waiting with the requested outcome, and return to a shorter delay if problem behavior increases. For escape-maintained behavior, begin with a brief break and then require one easy response before returning to the task. Increase work gradually - one response at a time or no more than a small planned change - while continuing to honor the break request.

Adults should distinguish communication from refusal. If a child requests “finished,” determine whether the task is complete, whether the child needs help, or whether a brief break is appropriate. Do not automatically remove every demand, but do not teach that a valid request is ignored. A useful plan may be: honor “break” for one minute, show the timer, then return to one easy task. The child learns both that communication works and that routines can continue.

Use the same response across caregivers. Post the target mand, the prompt, the reinforcer, the delay, and the safety response where adults can see them. If the child uses AAC, keep the device charged and within reach. If the child uses picture cards, place the relevant card where the need occurs rather than requiring a long trip to a communication board.

Seek professional help promptly if behavior causes injury, involves running into unsafe areas, includes dangerous objects, produces repeated self-injury, or escalates when communication is introduced. A qualified behavior professional can conduct an FBA and develop a safety plan. A speech-language professional can assess AAC access, motor demands, and language targets. Urgent medical evaluation is appropriate for sudden behavior changes, suspected pain, injury, breathing difficulty, loss of consciousness, or other acute concerns. FCT should supplement - not replace - needed medical, developmental, educational, or mental health care.

Common Errors That Weaken FCT

Teaching a request that is harder than the problem behavior

Why it happens: Adults may select a complete sentence, several picture exchanges, or a complex device path because it appears more age-appropriate. During distress, however, the child may not be able to complete that response.

What to do instead: Start with the simplest response that communicates the function. Teach “break,” a single button, a gesture, or one picture before expanding language. Once the response is independent and reliable, shape clearer speech or add words without removing access to the effective form.

Reinforcing the request inconsistently

Why it happens: One adult honors “help,” while another says, “Use your words,” delays the response, or gives attention only after screaming. The child receives mixed information about which behavior works.

What to do instead: Agree on one prompt and one consequence. Deliver the relevant outcome within one to three seconds after the mand whenever safety allows. If the child uses problem behavior, protect people and property, follow the established safety plan, and prompt the functional request as soon as the child can respond safely. Review data weekly rather than relying on memory.

Increasing demands or waiting too quickly

Why it happens: Early success can create pressure to make the child wait longer, complete more work, or tolerate denied access. A sudden change can make the old behavior more efficient again.

What to do instead: Change one variable at a time. Begin with five seconds of waiting or one easy task response, use a visual signal, and reinforce successful tolerance. If independent requests fall or problem behavior rises across two or more sessions, reduce the delay or task requirement and consult the team.

FCT succeeds when communication is faster, clearer, and more dependable than problem behavior. The Mand-First Ladder keeps that standard visible: identify the need, teach the smallest useful request, reinforce it immediately, and build flexibility only after reliability is established. Each successful request gives the child a safer way to influence the people and routines around them - and gives the adults a precise foundation for teaching what comes next.

End of chapter one. 7 more chapters in the full book.