Faculty Publications


An analysis of maintenance following functional communication training.

SelectedWorks Author Profiles:

V. Mark Durand

Document Type


Publication Date


Date Issued

January 1992

Date Available

April 2013




The multiple and long-term effects of functional communication training relative to a common reductive procedure (time-out from positive reinforcement) were evaluated. Twelve children participated in a functional analysis of their challenging behaviors (Study 1), which implicated adult attention as a maintaining variable. The children were then matched for chronological age, mental age, and language age and assigned to two groups. One group received functional communication training as an intervention for their challenging behavior, and the second group received time-out as a contrast. Both interventions were initially successful (Study 2), but durable results were achieved only with the group that received functional communication training across different stimulus conditions (Study 3). Students whose challenging behaviors were previously reduced with time-out resumed these behaviors in the presence of naive teachers unaware of the children’s intervention history. The value of teaching communicative responses to promote maintenance is discussed as it relates to the concept of functional equivalence.


Abstract only. Full-text article is available only through licensed access provided by the publisher. Published in Journal of Applied Behavior Analysis, 25, 777-794. doi: 10.1901/jaba.1992.25-777. Portions reprinted in: Miltenberger, R.G. (1996). Behavior Modification. Pacific Grove, CA: Brooks Cole Publishing Co. Portions to be reprinted in: Handen, B.L. (1998). Mental retardation. In E.J. Mash & R.A. Barkley (Eds.), Treatment of childhood disorders (2nd ed.) (pp. 369-415). New York: Guilford Press. Members of the USF System may access the full-text of the article through the authenticated link provided.