The Importance of Assessing Functional Communication Skills to Deliver Effective Behavioral Response Strategies in Person-Centred Positive Behaviour Support

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In the realm of Positive Behaviour Support (PBS), understanding and addressing the communication needs of individuals is paramount to delivering effective behavioural interventions. Functional communication skills are a crucial aspect of human behaviour, influencing how individuals express their needs, desires, and emotions. Assessing these skills is essential for developing personalised, person-centred PBS strategies that not only reduce challenging behaviours but also enhance the quality of life for individuals.

What Are Functional Communication Skills?

Functional communication skills refer to the ability of an individual to use language, gestures, signs, or other forms of communication to convey their needs and desires effectively. These skills are fundamental for social interaction and are particularly important for individuals who may have limited verbal communication abilities. Functional communication is not just about speech; it includes any method that allows an individual to express themselves, such as using pictures, sign language, or assistive technology.

Why Assessing Functional Communication Skills Is Crucial

1. Understanding the Root Cause of Challenging Behaviours
   Many challenging behaviours are a form of communication. When individuals lack the appropriate means to express their needs or wants, they may resort to behaviours that others find problematic, such as aggression, self-injury, or withdrawal. By assessing functional communication skills, practitioners can identify whether these behaviours are being used as a substitute for more appropriate communication methods.
   Example: A child who hits others when they want attention may not have the verbal skills to ask for it. By assessing their communication abilities, it may be discovered that they can learn to use a simple gesture or word to gain attention, thereby reducing the hitting behaviour.

2. Tailoring Interventions to Individual Needs
   Person-centred PBS requires that interventions be tailored to the unique needs and abilities of each individual. Assessing functional communication skills allows practitioners to develop communication-based interventions that are aligned with the individual's current abilities and future potential. This approach ensures that interventions are realistic, achievable, and focused on empowering the individual.
   Example: For an adult with intellectual disabilities who has limited verbal abilities, an assessment might reveal that they can effectively use a communication device. Interventions can then be designed to incorporate this device into daily routines, enabling the person to communicate more effectively and reducing frustration-related behaviours.

3. Enhancing Quality of Life
   Effective communication is closely linked to an individual's quality of life. When people are able to express themselves, they can participate more fully in their community, build relationships, and exercise greater autonomy. Assessing and improving functional communication skills are therefore not just about reducing challenging behaviours but also about enhancing the overall well-being of the individual.
   Example: A non-verbal teenager with autism who learns to use a picture exchange communication system (PECS) may experience less anxiety and frustration, leading to more positive social interactions and greater participation in school activities.

4. Supporting Positive Social Interactions
   Communication is the foundation of social interaction. By assessing functional communication skills, practitioners can identify opportunities to improve social exchanges, which can, in turn, reduce feelings of isolation and improve social outcomes. This is particularly important in a PBS framework, where the goal is to support positive, meaningful social interactions.
   Example: A young person who struggles with initiating conversations might benefit from social skills training that focuses on using communication scripts or cues. Over time, this can lead to more successful and enjoyable interactions with peers.

Implementing Functional Communication Assessments in PBS

Functional communication assessments should be a key component of any PBS strategy. These assessments typically involve:

• Observation: Watching the individual in various settings to identify how they currently communicate and what triggers challenging behaviours.

• Interviews: Talking to family members, caregivers, and the individual (if possible) to gather insights into communication challenges and strengths.

• Formal Assessments: Using standardised tools to evaluate specific communication skills and identify areas for development.

Once the assessment is complete, the information gathered should be used to create a communication plan that is integrated into the broader PBS plan. This plan might include:

• Teaching alternative communication methods (e.g., sign language, communication devices).

• Enhancing existing communication skills through targeted interventions.

• Reducing barriers to communication, such as environmental factors or lack of access to communication tools.

Conclusion

Assessing functional communication skills is a critical step in delivering effective, person-centred Positive Behaviour Support. By understanding how individuals communicate and where they face challenges, practitioners can design interventions that are not only more effective in reducing challenging behaviours but also enhance the individual's overall quality of life. Communication is at the heart of human interaction, and by prioritising it in PBS, we can support individuals in achieving greater independence, happiness, and fulfilment.

References

• Carr, E. G., & Durand, V. M. (1985). Reducing behaviour problems through functional communication training. Journal of Applied Behavior Analysis, 18(2), 111-126.

• Sundberg, M. L., & Partington, J. W. (1998). Teaching Language to Children with Autism or Other Developmental Disabilities. Behaviour Analysts, Inc.

• Schlosser, R. W., & Wendt, O. (2008). Effects of augmentative and alternative communication intervention on speech production in children with autism: A systematic review. American Journal of Speech-Language Pathology, 17(3), 212-230.

• NDIS Quality and Safeguards Commission. (2021). NDIS Practice Standards and Quality Indicators. Retrieved from NDIS Commission Website

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Written By: Ben Dowton

With over 5 years of experience, Ben Dowton has worked extensively with individuals of all ages who have complex behavioural needs.

He is highly skilled in creating and implementing positive behaviour support plans that promote individual growth and development while also reducing challenging behaviours. Ben is passionate about providing person-centred care and ensuring that each individual's unique needs are met with empathy and respect.