Terminated Sessions of Functional Communication Training: Effects on Sensory Hypersensitivity and Challenging Behaviors in Children with Autism Spectrum Disorder across Educational Contexts

Abstract

This study examined the effects of terminated Functional Communication Training (FCT) on self-injurious and self-stimulatory behaviors linked to seven sensory hypersensitivity domains (visual, auditory, tactile, olfactory, gustatory, vestibular, and proprioceptive) in children with autism spectrum disorder (ASD). A true experimental pre-test/post-test control group design was employed with 30 children aged 7–12 randomly assigned to an FCT group or control group. The 12-week intervention was followed by termination to test the persistence of behavioral gains. Intervention sessions were implemented not only in structured centers but also in children’s homes and classrooms, with caregivers actively engaged to support generalization in daily routines, ensuring delivery in naturalistic, inclusive settings. Outcomes were measured using validated sensory profiles and direct observation checklists at baseline, post-intervention, and one-month follow-up. Results showed a 46.54% reduction in hypersensitivity-related behaviors, with greatest improvements in visual (13.51%) and tactile (9.07%) domains. Findings indicate that while FCT yields short-term behavioral benefits, sustained intervention or gradual fading is needed for long-term maintenance. Implications extend to global educational contexts, highlighting culturally responsive and resource-sensitive strategies for children with ASD and sensory hypersensitivities.