Functional Communication Training: Giving People a Voice That Works for Them

When Behaviour Feels Like a Message

I often find myself returning to those moments where behaviour seems to carry something just beyond what is immediately visible, as though there is a message present that has not yet found a form that can be easily understood. You might notice someone pushing a task away, hesitating at the edge of an environment, or reacting with an intensity that feels disproportionate to what is happening on the surface. In those moments, it can be tempting to focus on what is observable and respond to that alone, yet there is often a quiet sense that the behaviour itself is not the full story.

What becomes more apparent over time is that behaviour rarely exists as an isolated event. It emerges within a context, shaped by internal states, previous experiences and the demands of the situation. When behaviour is interpreted without that context, it can appear confusing or even contradictory. When it is viewed as a form of communication, however, it begins to make more sense, not necessarily in a way that is immediately clear, but in a way that invites further consideration.

This often leads to a more reflective question, which is not simply what is happening here, but what might this behaviour be trying to achieve. That question does not always produce a straightforward answer, and it can feel uncomfortable to sit with that uncertainty. However, it is within that uncertainty that a more accurate understanding begins to develop, one that recognises behaviour as meaningful even when it is difficult to interpret.

Understanding Functional Communication Training More Deeply

Functional Communication Training is often introduced as a strategy within behaviour support, yet describing it in this way risks reducing it to a set of steps rather than recognising the shift in thinking that it requires. At its core, FCT is grounded in the idea that behaviour is purposeful, and that any meaningful change must take that purpose into account.

There can sometimes be an assumption that behaviour needs to be reduced or eliminated, particularly when it is disruptive or difficult to manage. However, when behaviour is viewed through a functional lens, it becomes clear that it is often serving an important role for the person. It may be helping them to escape a situation that feels overwhelming, to gain connection, to access something that brings stability, or to regulate an internal state that feels difficult to manage.

From this perspective, the goal of FCT is not to remove behaviour, but to offer an alternative that is equally effective. This raises a critical point, which is that communication will only replace behaviour if it works at least as well as the behaviour it is intended to replace. If it is slower, less reliable or less effective, there is little reason for it to be used consistently.

This challenges a more superficial application of FCT, where communication is introduced without sufficient consideration of whether it truly meets the same need. It requires a more careful analysis of what the behaviour is achieving and a willingness to adapt communication accordingly, rather than expecting the person to adapt to a pre-determined system.

When Behaviour Becomes the Most Reliable Option

It is worth considering how behaviour comes to function as a primary form of communication, particularly in situations where more conventional forms of communication are not accessible or have not been consistently recognised. Behaviour becomes established not because it is inherently problematic, but because it has been effective.

If a particular behaviour reliably leads to a change in the environment, then it becomes a logical choice. This is especially true in situations where other forms of communication have not produced the same result. Over time, this creates a pattern where behaviour is reinforced as the most efficient way of achieving a desired outcome.

What can be overlooked here is the role of adult response in maintaining this pattern. Behaviour is often described as something the person is doing, yet it is also shaped by how others respond to it. If behaviour is met with immediate and consistent change, while communication is met with delay or inconsistency, then behaviour will continue to be reinforced.

This raises an important question about responsibility. It shifts the focus away from why the person continues to use behaviour and towards how the environment has made that behaviour meaningful. In doing so, it challenges the idea that behaviour exists independently of the responses it evokes.

Matching Communication to Function

One of the most critical aspects of FCT is ensuring that the communication being taught aligns with the function of the behaviour. This may appear straightforward in theory, yet in practice it requires careful consideration and ongoing adjustment.

There can be a tendency to introduce communication systems that are convenient or familiar, rather than those that are functionally relevant. For example, encouraging someone to request continuation of a task when their behaviour is serving to escape that task does not address the underlying need. In fact, it may increase frustration, as the communication being offered does not resolve the difficulty they are experiencing.

This highlights the importance of moving beyond surface-level interpretations of behaviour. It is not enough to identify what the person is doing. It is necessary to consider why they are doing it and what outcome it is producing. Only then can communication be introduced in a way that genuinely replaces the function of the behaviour.

There is also a broader consideration here, which is that function itself may not always be singular or stable. Behaviour can serve multiple purposes, and those purposes can shift depending on context. This requires a level of flexibility in how communication is taught and used, rather than assuming that one form of communication will meet all needs across all situations.

The Complexity of Timing and Readiness

Timing is often discussed in relation to FCT, yet it is rarely explored in depth. There is a natural inclination to address behaviour as it occurs, to intervene in the moment and to attempt to redirect or teach immediately. However, this assumes that the person is in a state where learning is possible.

When someone is experiencing high levels of distress or overwhelm, their capacity to process new information is significantly reduced. In these moments, behaviour is not only communication, but also a form of regulation. Attempting to introduce new communication at this point may not only be ineffective, but may also increase frustration.

This suggests that FCT requires a more anticipatory approach. Communication needs to be introduced and practised in moments where the person is regulated enough to engage with it. This involves recognising patterns in behaviour and identifying when communication is likely to be needed, rather than waiting for the behaviour to occur.

There is also a tension here between preparation and spontaneity. While it is important to prepare communication in advance, it must also remain flexible enough to be used in dynamic and unpredictable situations. This balance is not always easy to achieve, and it requires ongoing reflection and adjustment.

Allowing Communication to Develop Gradually

There can sometimes be an expectation that communication, once introduced, should be used accurately and consistently. This expectation does not always align with how communication develops in practice. Early attempts are often partial, inconsistent or difficult to interpret, and it can take time for them to become more established.

Recognising and responding to these early attempts is a crucial part of the process. It reinforces the idea that communication is effective, even when it is not fully formed. If these attempts are overlooked or corrected too quickly, there is a risk that communication becomes less accessible than behaviour, which is often more immediate and more familiar.

This raises a broader question about what is valued in communication. If accuracy is prioritised over effectiveness, there is a risk that communication becomes something that must be performed correctly rather than something that serves a meaningful purpose. Allowing communication to develop gradually requires a shift in focus, from how it looks to what it achieves.

Consistency, Reliability and Trust

For communication to replace behaviour, it must be experienced as reliable. This does not mean that every request can be granted, but it does mean that communication consistently leads to a response that is meaningful. If communication is acknowledged at times and ignored at others, it becomes unpredictable, and unpredictability reduces its usefulness.

Behaviour, by contrast, is often highly reliable in producing change. This creates a situation where behaviour may continue to be preferred, not because it is desirable, but because it is effective.

This highlights the importance of consistency in adult response. Communication needs to be recognised and responded to in a way that reinforces its value. Over time, this builds trust, not only in the communication itself, but in the interaction more broadly.

Trust is a central but often implicit aspect of FCT. It is developed through repeated experiences of being understood and responded to, and it plays a significant role in whether communication is used in place of behaviour.

The Emotional and Relational Impact of Communication

When communication becomes more accessible and effective, the impact extends beyond behaviour. There is often a noticeable shift in how the person engages with their environment and with others. Interactions may become less reactive and more reciprocal, and there may be a greater sense of predictability in how situations unfold.

This shift is not only behavioural, but emotional. Communication provides a way of influencing the environment, and with that comes a sense of agency. Rather than responding to situations as they arise, the person is able to shape those situations in a more intentional way.

There is also a relational dimension to this change. When communication is recognised and responded to, it reinforces the idea that the person is understood. This can strengthen the interaction and create a more collaborative dynamic, where communication is shared rather than imposed.

How FCT Changes Adult Interpretation

FCT does not only change how behaviour is expressed, but also how it is understood. When communication becomes central, behaviour is more likely to be interpreted in relation to what it may be expressing, rather than being taken at face value.

This shift in interpretation can have a significant impact on practice. Behaviour that may previously have been seen as oppositional may begin to be understood as protective or regulatory. Behaviour that appeared attention-seeking may be reinterpreted as a need for connection.

This change in perspective requires a level of reflection and openness. It involves questioning initial assumptions and being willing to consider alternative explanations. In doing so, it aligns with a broader movement towards more relational and context-aware approaches to behaviour.

What Research Is Beginning to Show

There is a strong research base supporting Functional Communication Training, particularly in relation to its effectiveness in reducing behaviours by teaching alternative communication that serves the same function. Early work by Edward G. Carr and V. Mark Durand demonstrated that when communication is directly linked to the function of behaviour, significant and lasting changes can occur.

Subsequent research by Brian A. Iwata and Gregory P. Hanley has reinforced the importance of functional assessment in identifying the purpose of behaviour before introducing intervention. This work highlights that without a clear understanding of function, communication is unlikely to be effective.

More recent developments, including research by Anuradha Rajaraman and colleagues, have emphasised the role of emotional regulation, safety and prior experience in shaping behaviour. This aligns with a more trauma-informed perspective, where communication is not only about achieving outcomes, but also about creating a sense of stability and predictability.

Together, this research suggests that FCT is most effective when it is applied with both precision and flexibility, recognising the function of behaviour while also considering the broader context in which it occurs.

A Final Reflection

If there is a moment from your week that has stayed with you, it may be worth returning to it with a slightly different lens. Rather than focusing on the behaviour itself, you might consider what it may have been trying to achieve and whether there was a form of communication that could have supported that need more effectively.

This is not about finding a perfect answer, but about allowing the question to remain open. It is about recognising that behaviour often carries meaning that is not immediately visible, and that understanding that meaning takes time, reflection and a willingness to reconsider initial interpretations.

You may notice that your perspective on the moment begins to shift, not because the behaviour has changed, but because your understanding of it has deepened. And it is often within that shift that new possibilities for support begin to emerge.