Scenario:Andrew is a 12-year-old boy with a diagnosis of severe intellectual disability. He has limited language skills and does not use vocal responses to communicate. He can use picture cards to communicate. He already has an extensive repertoire of using a picture exchange system to request preferred items. His target behavior is property destruction defined as using his arms to push all items off the table and onto the floor, ripping worksheets in half, and snapping pencils in half. You conducted a functional assessment and found the function of property destruction was to escape from demands. When he engages in property destruction, his teacher removes the demand and moves on to another student. If Andrew rips up a worksheet, it is not replaced with another, and he is not required to complete the task. Andrew is not required to pick up items pushed to the floor. His teacher's response has been to remove any request and ignore Andrew when he engages in property destruction.

Describe functional communication training and its purpose.

Identify what the reinforcer will be for the communicative response.

Identify an appropriate communicative response for the client.

Describe how you will teach the communicative response (include the use of contrived or natural establishing operations, use of prompts and prompt fading, and reinforcement schedule).