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A Mega-Review of Functional Communication Training for Students with Disabilities in Educational Settings.

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Title: A Mega-Review of Functional Communication Training for Students with Disabilities in Educational Settings.
Authors: Corr, Francis (AUTHOR), Rispoli, Mandy (AUTHOR), Welker, Nathan P. (AUTHOR)
Source: Journal of Behavioral Education. Jun2026, Vol. 35 Issue 2, p715-749. 35p.
Subjects: Students with disabilities, Evidence synthesis, Behavioral assessment, Educators, School environment, Operant behavior, At-risk behavior, Behavior modification
Abstract: Functional communication training (FCT) is a widely used behavioral intervention for reducing challenging behavior for students with disabilities. As more students with disabilities are being served in educational settings, it is essential to understand and evaluate the evidence base of FCT in educational contexts. A clear synthesis of how FCT has been applied, by whom, under what conditions, and with what outcomes is needed to evaluate its evidence base and inform translational practice. This mega-review aggregated six systematic reviews and meta-analyses of FCT implemented in educational settings, following PRISMA guidelines. Data were extracted at the review level on participant characteristics (e.g., age, gender, race, disability), functional behavior assessment (FBA) methods and identified functions of behavior, interventionist roles, procedural components of FCT, methodological quality, and outcomes (behavioral change, communication, social validity), as well as documented recommendations. Findings revealed consistent positive effects of FCT on challenging behavior reduction, with variability in reported moderators (e.g., setting, communication modality, and implementer). Notable gaps included limited demographic reporting, overrepresentation of male participants, and variability in review rigor. Implications of this mega-review include the need for greater transparency in methodological reporting, inclusion of culturally responsive and demographically disaggregated data, and appropriate individualized modification of FBA and FCT implementation by natural change agents in educational settings to support generalization, maintenance, and equity. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: A Mega-Review of Functional Communication Training for Students with Disabilities in Educational Settings.
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  Data: <searchLink fieldCode="AR" term="%22Corr%2C+Francis%22">Corr, Francis</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rispoli%2C+Mandy%22">Rispoli, Mandy</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Welker%2C+Nathan+P%2E%22">Welker, Nathan P.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Behavioral+Education%22">Journal of Behavioral Education</searchLink>. Jun2026, Vol. 35 Issue 2, p715-749. 35p.
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  Data: <searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+synthesis%22">Evidence synthesis</searchLink><br /><searchLink fieldCode="DE" term="%22Behavioral+assessment%22">Behavioral assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br /><searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br /><searchLink fieldCode="DE" term="%22Operant+behavior%22">Operant behavior</searchLink><br /><searchLink fieldCode="DE" term="%22At-risk+behavior%22">At-risk behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+modification%22">Behavior modification</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Functional communication training (FCT) is a widely used behavioral intervention for reducing challenging behavior for students with disabilities. As more students with disabilities are being served in educational settings, it is essential to understand and evaluate the evidence base of FCT in educational contexts. A clear synthesis of how FCT has been applied, by whom, under what conditions, and with what outcomes is needed to evaluate its evidence base and inform translational practice. This mega-review aggregated six systematic reviews and meta-analyses of FCT implemented in educational settings, following PRISMA guidelines. Data were extracted at the review level on participant characteristics (e.g., age, gender, race, disability), functional behavior assessment (FBA) methods and identified functions of behavior, interventionist roles, procedural components of FCT, methodological quality, and outcomes (behavioral change, communication, social validity), as well as documented recommendations. Findings revealed consistent positive effects of FCT on challenging behavior reduction, with variability in reported moderators (e.g., setting, communication modality, and implementer). Notable gaps included limited demographic reporting, overrepresentation of male participants, and variability in review rigor. Implications of this mega-review include the need for greater transparency in methodological reporting, inclusion of culturally responsive and demographically disaggregated data, and appropriate individualized modification of FBA and FCT implementation by natural change agents in educational settings to support generalization, maintenance, and equity. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=194697398
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        Value: 10.1007/s10864-025-09598-4
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      – Code: eng
        Text: English
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        Type: general
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      – SubjectFull: Behavioral assessment
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      – SubjectFull: Educators
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              Text: Jun2026
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              Y: 2026
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