Functional communication training (FCT) is a common function-based intervention for young children with or at risk for autism spectrum disorder (ASD) to teach an alternative communicative response to replace problem behavior. While FCT is effective in decreasing problem behavior, often the communicative behavior that is taught occurs at a higher rate than a caregiver can reinforce. For this study, we first examined the effectiveness of an FCT intervention to decrease problem behavior and increase appropriate communication. The intervention was based on a trial-based functional analysis (TBFA) conducted in the home. Next, we applied two approaches for thinning the schedule of reinforcement (i.e., delay to reinforcement and chained schedules) following the FCT. For all three young children (aged 3–5 years) with or at risk for ASD, at least one function of behavior was identified for each participant using TBFA and the subsequent FCT intervention led to a decrease in problem behavior and increase in functional communication. The procedure for thinning the schedule was selected based on the function of the behavior and results showed that both were successful in maintaining low levels of problem behavior following FCT. Implications for research and practice are discussed and suggestions for future research studies are presented.

功能性沟通训练（FCT）是针对患有自闭症谱系障碍（ASD）或有自闭症谱系障碍（ASD）风险的幼儿的一种常见的基于功能的干预措施，以教授替代性的交流反应来代替问题行为。尽管FCT可以有效地减少问题行为，但通常所教的交流行为比看护者所能加强的发生率高。对于本研究，我们首先检查了FCT干预措施减少问题行为并增加适当沟通的有效性。干预措施是基于在家中进行的基于试验的功能分析（TBFA）。接下来，我们应用了两种方法来根据FCT来简化加固计划（即，延迟到加固和链接的计划）。对于所有三个有ASD或有ASD风险的幼儿（3-5岁），使用TBFA为每个参与者确定了至少一种行为功能，随后的FCT干预导致了问题行为的减少和功能沟通的增加。根据行为的功能选择了简化计划的过程，结果表明，两者都能成功地将FCT之后的问题行为保持在较低水平。讨论了对研究和实践的影响，并提出了对未来研究的建议。根据行为的功能选择了简化计划的过程，结果表明，两者都能成功地将FCT之后的问题行为保持在较低水平。讨论了对研究和实践的影响，并提出了对未来研究的建议。根据行为的功能选择了简化计划的过程，结果表明，两者都能成功地将FCT之后的问题行为保持在较低水平。讨论了对研究和实践的影响，并提出了对未来研究的建议。