Breaking Barriers: Why Teaching Functional Communication Is Key to Addressing Behavior in Progressive ABA

Post created by Am Badwall, April 2025

Introduction
Communication is the foundation of human interaction. For individuals with Autism Spectrum Disorder (ASD), difficulties in expressing needs, wants, and feelings often lead to frustration and challenging behaviors. At Missing Links, we know that many behavior issues arise when individuals lack the tools to communicate effectively.

In Progressive ABA, teaching functional communication is not just a goal—it’s the cornerstone of addressing and reducing challenging behaviors. By providing individuals with meaningful, functional ways to communicate, we replace frustration with empowerment, paving the way for improved behavior and overall quality of life.

What Is Functional Communication?
Functional communication refers to any method of communication that allows an individual to express their needs, wants, and feelings in a way that others can understand. It is not limited to spoken words—it includes a range of modalities such as:

• Verbal language.

• Sign language.

• Picture exchange systems (e.g., PECS).

• Augmentative and Alternative Communication (AAC) devices.

• Gestures or pointing.

The goal of functional communication is to provide individuals with a reliable, accessible way to communicate, reducing the need for maladaptive behaviors to get their message across.

The Link Between Communication and Behavior

1. Behaviors Are Communication
Challenging behaviors often serve a communicative function. For example:

• A child throwing objects may be trying to escape a difficult task.

• An adult engaging in self-injurious behavior might be expressing pain or frustration.

• A student who screams during group time might be seeking attention or signaling sensory discomfort.

By understanding the communicative intent behind behaviors, we can teach functional alternatives that address the same needs without resorting to maladaptive behaviors.

2. Reduces Frustration and Escalation
Imagine being unable to communicate your needs or feelings. The frustration that results can quickly escalate into challenging behaviors. Teaching functional communication gives individuals a voice, reducing frustration and preventing behaviors from escalating.

3. Empowers Independence and Autonomy
When individuals can communicate effectively, they are empowered to take control of their environment. This reduces reliance on others to guess their needs and fosters a sense of independence and self-determination.

4. Encourages Positive Social Interactions
Functional communication improves social engagement by enabling individuals to participate meaningfully in conversations, express preferences, and build relationships.

Why Functional Communication Is a Core Focus in Progressive ABA

At Missing Links, we prioritize functional communication in every aspect of our Progressive ABA programs. Here’s why:

1. It Addresses the Root Cause of Behaviors
Traditional ABA often focuses on reducing behaviors without addressing their underlying causes. In Progressive ABA, we view challenging behaviors as communication attempts. By teaching functional communication, we address the root cause, ensuring that learners have a positive way to express their needs.

2. It’s Individualized and Meaningful
Every individual’s communication needs are unique. We tailor functional communication programs to match each learner’s abilities and preferences, whether that’s through verbal language, AAC devices, or other methods.

3. It Promotes Long-Term Success
Functional communication is not just about immediate behavior reduction—it’s about building lifelong skills. Effective communication opens doors to education, employment, relationships, and community involvement.

4. It Reinforces Positive Behaviors
When learners experience success using functional communication, they are more likely to repeat these positive behaviors. For example, if a learner uses their AAC device to request a break and the request is honored, they are reinforced for communicating rather than engaging in escape-motivated behaviors.

How We Teach Functional Communication at Missing Links

1. Identifying Communication Functions
The first step in teaching functional communication is identifying the function of the behavior. Is the individual seeking attention, escaping a task, accessing a tangible item, or addressing sensory needs? Understanding the function helps us create a communication plan that directly meets these needs.

2. Selecting the Right Communication Modality
We assess each learner’s abilities to determine the best communication modality. Whether it’s verbal speech, sign language, or an AAC device, the goal is to choose a method that is accessible, efficient, and meaningful for the learner.

3. Teaching Replacement Behaviors
We teach functional communication as a replacement for challenging behaviors. For example:

• Instead of hitting to gain attention, a learner might be taught to tap someone’s shoulder or use an AAC device to say, “Look at me.”

• Instead of screaming to escape a task, a learner might be taught to say, “I need a break.”

4. Reinforcing Communication Attempts
We immediately reinforce all communication attempts to ensure that learners associate functional communication with positive outcomes. This strengthens their motivation to use communication rather than maladaptive behaviors.

5. Generalization Across Settings
We ensure that functional communication skills are practiced and reinforced in multiple environments—at home, school, and in the community. This ensures that learners can apply their skills in real-world situations.

Success Stories: Functional Communication in Action

Michael: Samyak frequently engaged in meltdowns when he wanted access to toys that were out of reach. By teaching him to use a picture exchange system to request his favorite toys, we saw an immediate reduction in meltdowns. Now, Michael communicates his needs confidently, and his interactions with family members have improved.

Sarah: Joyce exhibited aggression when she wanted to leave group activities. Through her AAC device, she learned to request breaks. Now, Sarah calmly communicates her need for a break, reducing disruptions and fostering a more positive environment.

David: David struggled with transitions and often became non-compliant. By teaching him to use visual supports and verbal requests for clarification, he now feels more in control during transitions, leading to smoother routines and fewer behavior issues.

Conclusion: Communication Is the Key to Transformation

At Missing Links, we believe that functional communication is not just a skill—it’s a lifeline. It empowers individuals with ASD to express themselves, connect with others, and navigate the world with confidence. By prioritizing functional communication in our Progressive ABA model, we address behavior issues at their core and create meaningful, lasting change.

When learners can communicate their needs effectively, behaviors that once seemed challenging become opportunities for growth and connection.

At Missing Links, we don’t just teach communication—we give individuals a voice and a path to independence.

Want to learn more about how teaching functional communication can transform behavior and quality of life? Contact Missing Links today to explore our individualized Progressive ABA programs.