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The Functional Communication Profile Revised (FCP-R) allows SLPs and special educators to evaluate and account for some of the unique communication skills in individuals with developmental and acquired delays across a broad age range. It addresses all communication possibilities including oral language expression.
Functional Communication refers to the ability to communicate ones feelings and basic needs effectively. When children learn functional communication, they may no longer demonstrate challenging behaviours. To achieve this, we must teach communication strategies that serve the same purpose as the behaviour.
The FCP-R assesses students language-based responses to portrayed peer-to-peer situations. This format is unlike other tests that rely on observations. It addresses all communication possibilities and is not limited to oral language expression.
Functional communication training (FCT) is a differential reinforcement (DR) procedure in which an individual is taught an alternative response that results in the same class of reinforcement identified as maintaining problem behavior.
It involves two components: 1) identifying the function or purpose of an individuals non-productive behavior (e.g., tantrum) by conducting a functional behavior assessment (see entry), and 2) teaching an appropriate communication skill that may serve the same purpose for the individual.

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It involves two components: 1) identifying the function or purpose of an individuals non-productive behavior (e.g., tantrum) by conducting a functional behavior assessment (see entry), and 2) teaching an appropriate communication skill that may serve the same purpose for the individual.
Functional Communication refers to the ability to communicate ones feelings and basic needs effectively. When children learn functional communication, they may no longer demonstrate challenging behaviours. To achieve this, we must teach communication strategies that serve the same purpose as the behaviour.
Developing an FCT program can be divided into five steps: Define the problem behavior. Determine the function of the problem behavior. Define a replacement behavior. Teach the replacement behavior. Maintain the replacement behavior.
The EFCP measures subtle, functional changes in nonverbal communication skills in children with severe disabilities and larger gains in children with moderate disabilities. The targeted skills are hallmarks of atypical development in the preverbal child.
This well-respected test is a criterion-referenced assessment, not a norm-referenced instrument. Criterion-referenced tests compare the subjects mastery of specified behaviors in order to provide information for planning instruction only; they do not compare students to one another.

functional communication profile