The effects of coaching on teachers' implementation of functional communication training and communication skills and challenging behaviours of children with autism spectrum disorder

In the present study, a professional development program that includes teacher training and coaching was developed based on the needs of special education teachers, using the ADDIE model. Next, using a multiple baseline across participants design, the effect of this professional development program on special education teachers' ability to determine functions of the problem behaviors children with autism spectrum disorder (ASD) exhibit and their ability to implement functional communication training (FCT) was investigated. Moreover, the impact of special education teachers' implementation of FCT on functional communication and problem behaviors of children with ASD were examined. In addition, teachers' opinions regarding the professional development program were determined. Four teacher-child dyads participated in the present study. Participating children had a diagnosis of ASD and were between the ages of 3-8. Findings show that the professional development program was effective in increasing special education teachers' skills in determining the functions of children's problem behaviors and implementing FCT. Moreover, teachers were able to maintain the skills during the follow-up sessions. Findings also show that teachers' correct use of FCT resulted in increases in children's functional communication behaviors and decreases in their problem behaviors. Furthermore, children with ASD who participated in the study were able to maintain high levels of functional communication behaviors and low levels of problem behaviors during follow-up sessions and they were able to generalize these performances to different people. Social validity findings reveal that teachers find coaching support and FCT acceptable.