اثربخشی آموزش مهارت‌های ارتباطی کارکردی بر پرخاشگری و رفتارهای تکلیف‌مدار دانش‌آموزان کم‌توان‌ذهنی دارای رفتارهای پرخاشگرانه

Background: The present study examined the effectiveness of functional communication training on aggressive behaviors of students with intellectual disabilities and on task behaviors in school.  Method: 3 subjects from one special education setting were selected. Multiple baseline design across subjects was utilized. Baseline data were collected through frequent observation of behaviors for each subject. In the intervention phase, 3 subjects were assigned to FCT programs. The behaviors of subjects were also observed in the maintenance phase. Results: The data from the present study were analyzed by visual analysis and effect size index indicating that functional communication training was effective in the reduction of aggressive behaviors and improvement of on task behavior in two students. One of the subjects did not respond effectively to communication training. The impact of training program was maintained across time. Conclusion: Results show that functional communication training was effective in the reduction of aggressive behavior and improvement of task academic behavior of students with intellectual disabilities.