A systematic review and meta-analysis of educator-implemented functional communication training

Cure G., Gülboy E.

Journal of Applied Behavior Analysis, cilt.59, sa.4, 2026 (SSCI, Scopus)

  • Yayın Türü: Makale / Derleme
  • Cilt numarası: 59 Sayı: 4
  • Basım Tarihi: 2026
  • Doi Numarası: 10.1002/jaba.70088
  • Dergi Adı: Journal of Applied Behavior Analysis
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Periodicals Index Online, ABI/INFORM, Abstracts in Social Gerontology, Agricultural & Environmental Science Database, Child Development & Adolescent Studies, CINAHL, EBSCO Education Source, Education Abstracts, EMBASE, ERIC (Education Resources Information Center), MEDLINE, MLA - Modern Language Association Database, Psycinfo, MLA International Bibliography, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Business Source Ultimate (EBSCO), Criminology Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Health Research Premium Collection (ProQuest), Sociology Source Ultimate (EBSCO)
  • Anahtar Kelimeler: challenging behavior, communication skills, disabilities, educator-implemented interventions, empirically supported treatment, functional communication training, single-case experimental design research
  • Ondokuz Mayıs Üniversitesi Adresli: Evet

Özet

This meta-analysis examined whether educator-implemented functional communication training is an evidence-based treatment for challenging behavior exhibited by individuals with developmental disabilities. Fifteen single-case experimental studies from three countries involving 40 individuals with disabilities were analyzed. Visual analysis indicated strong functional relations between functional communication training and student outcomes. Multilevel meta-analysis of aggregated outcomes across all students indicated statistically significant effects in the expected directions for communication outcomes (Hedges's g = 3.06, 95% CI [2.42, 3.70]) and challenging behavior (Hedges's g = −2.65, 95% CI [−3.40, −1.91]). Moderator analyses showed that outcome type significantly predicted effect size, whereas publication year, setting, research design, diagnostic category, functional analysis type, and training components did not. Overall risk of bias was low, although blinding risk was high. Findings support educator-delivered functional communication training as an effective and empirically supported intervention for the treatment of challenging behavior.