Defense Date

6-18-2024

Graduation Date

Summer 8-10-2024

Availability

Immediate Access

Submission Type

dissertation

Degree Name

PhD

Department

Counseling, Psychology, & Special Education

School

School of Education

Committee Chair

Bridget Green

Committee Member

Reva Mathieu-Sher

Committee Member

Elizabeth McCallum

Keywords

Communication skills, functional communication training, disruptive behavior, children with developmental disabilities, DD

Abstract

Studies showed that children with Developmental Disabilities (DD) have communication and social difficulties; consequently, they are more likely to display disruptive behaviors. During daily interactions, disruptive behaviors can pose difficulties for individuals such as siblings, peers, parents, and educators. In KSA, parental involvement in school-related activities is overall insufficient. Also, parents were dissatisfied with their children's progress in academic and life skills. Those factors evoked the importance of having parents implement evidence-based practice to increase their competence, knowledge, and independence. Furthermore, teaching children meaningful communication ways through FCT may benefit school readiness and the development of social relationships and overall daily living skills. This research used an effective approach to increase communication skills and decrease disruptive behaviors in students with DD. Functional Communication Training (FCT) involves learners using appropriate functional communicative forms that replace nonfunctional communicative forms. Therefore, this study aimed to examine the effectiveness of parent implemented FCT intervention through the use of Zoom in children with DD in KSA. Three parents and their children diagnosed with DD participated in this research in their home settings using a single-subject design and multiple baselines across participants to determine the efficiency of FCT in enhancing functional communication skills and decreasing disruptive behaviors. The results of this research were significant in improving the functional alternative communicative forms and decreasing the disruptive behaviors in children with DD that aligned with previous studies. Also, parents showed high fidelity in implementing FCT procedures for their children, which was needed to promote long-term effects and sustainability. The FCT effectiveness of FCT was maintained over time and generalized.

Language

English

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