Extending Functional Communication Training to Multiple Language Contexts in Bilingual Learners with Challenging Behavior

Autor/inn/en	Banerjee, Ipshita; Lambert, Joseph M.; Copeland, Bailey A.; Paranczak, Jessica L.; Bailey, Kathryn M.; Standish, Cassandra M.
Titel	Extending Functional Communication Training to Multiple Language Contexts in Bilingual Learners with Challenging Behavior
Quelle	In: Journal of Applied Behavior Analysis, 55 (2022) 1, S.80-100 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lambert, Joseph M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.883
Schlagwörter	Bilingualism; Behavior Problems; Autism; Pervasive Developmental Disorders; Evidence Based Practice; Students with Disabilities; Spanish; English (Second Language); Second Language Learning; Spanish Speaking; Teaching Methods; Language Usage; Native Language; Reinforcement; Communication Skills; Children; Family Environment; Educational Environment; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Bilingualismus; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Positive Verstärkung; Kommunikationsstil; Child; Kind; Kinder; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Unterrichtserfolg
Abstract	Little research has highlighted how evidence-based practices (e.g., functional communication training [FCT]) might be adapted for bilingual learners with disabilities. In the current study, we served 2 children with autism spectrum disorder (ASD) and challenging behavior whose parents primarily spoke Spanish at home, and whose teachers primarily spoke English at school. Following traditional FCT (i.e., 1 language only), we systematically replicated the findings of Neely, Graber et al. (2020) by demonstrating that mands in the untrained language (i.e., English) did not emerge when trained mands (i.e., Spanish) contacted extinction in alternative-language contexts. Simultaneously, challenging behavior consistently resurged. After children received explicit training with both languages and were taught to change the language of request when initial attempts were unsuccessful (i.e., "repair the message" training), these same children successfully obtained high rates of reinforcement in both language contexts, and challenging behavior rarely occurred. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01