Flexibility vs. stubbornness: functional communication training for adolescents with autism spectrum disorders. A case study in a school environment

Context and relevance. The occurrence of problem behavior in a student with autism in school can negatively impact both their ability to acquire skills and the overall classroom learning environment. There is a growing need for behavioral strategies that consider various factors when addressing problem behavior in natural settings. Objective. This study focuses on analyzing the intervention based on the Practical Functional Assessment / Skills-based Training (PFA/SBT) methodology and evaluating its effectiveness with several students with autism in school settings. Methods and materials. The study involved three children with autism, aged 11 and 12, who displayed problem behavior that hindered their learning in the classroom. Throughout the academic year, an intervention based on PFA/SBT was implemented, including steps such as interviews with parents, functional analysis, and functional communication training. The results of the training (frequency of problem behavior and communication initiatives) were recorded in specific protocols. Results. Following the PFA/SBT training, the children showed communication responses. All participants exhibited a reduction in episodes of problem behavior as functional communication training progressed. Conclusions. The study demonstrates that the PFA/SBT intervention can be effectively implemented in a natural school environment. The training positively impacts the reduction of problem behavior in children with autism and other mental impairments. Further research focusing on subsequent stages of the training is planned.