Análise funcional em intervenções de Functional Communication Training para o transtorno do espectro autista: uma revisão sistemática e Efeitos do uso de razão progressiva em um esquema encadeado de Functional Communication Training

Abstract

Autism spectrum disorder (ASD) is characterized by persistent deficits in communication and social interaction in multiple contexts, which can lead to the development of disruptive behaviors that must be functionally evaluated and subsequently subjected to interventions. Functional Communication Training (FCT) has been identified as an effective intervention for teaching and increasing alternative verbal behaviors and reducing disruptive patterns. The present study aimed to identify which functional analysis modalities have been used in studies that used the FCT as an intervention for individuals with ASD. Searches in four databases identified 44 studies, most of which used the traditional functional analysis model in a multi-element design with four experimental conditions. Most of the responses taught in the FCT were vocal and gestural, and the intervention was effective in most cases. Different functional analysis models are discussed. Regarding FCT, this study corroborates with the current literature, pointing the practice as evidence-based