Assessing Symbol Acquisition and Preference During Functional Communication Training With English Language Learners Who Use Augmentative and Alternative Communication

Purpose The purpose of this article is to provide interventionists with a strategy for comparing the efficiency of initial graphic symbol acquisition in an individual's 1st and 2nd language for English language learners who use augmentative and alternative communication (AAC) during functional communication training (FCT). Conclusions There is strong empirical support for the use of FCT to reduce problem behavior and increase appropriate communication for individuals with disabilities who use AAC. Furthermore, there is an emerging body of research examining the use of FCT among English language learners who use AAC. Interventionists can combine the knowledge gleaned from these 2 areas of research in order to assess language proficiency and preference while teaching communicative replacements to challenging behaviors.