If your child struggles to communicate, you know how hard it can be. Maybe they’re not speaking yet. Maybe they have a few words but don’t use them to ask for things. Maybe conversation feels impossible.
Communication challenges are one of the most common concerns for children with autism. Some children are non-verbal. Others have words but don’t use them in practical ways. Many struggle with back-and-forth conversation, reading social cues, or asking for what they need.
ABA therapy helps your child express themselves in ways that work for them—whether that’s through words, gestures, pictures, or devices. The focus is on functional communication: helping your child be understood in everyday situations.
It’s worth noting that ABA doesn’t replace speech therapy. The two work best together, and many families see the strongest progress when their BCBA and speech therapist collaborate on their child’s care.
Let’s talk about how ABA builds communication skills and what that looks like in everyday life.
Why Communication Is Hard for Many Kids with Autism
Speech delays are common in autism, but the challenges go beyond just talking late. Some children develop a few words and then stop using them. Others can label things—like pointing at a dog and saying “dog”—but can’t use those same words to ask for what they want.
That’s the difference between knowing words and using them functionally. Your child might be able to say “juice” when they see it, but when they’re thirsty, they cry or grab your hand instead of asking.
Then there’s the non-verbal side of communication. Eye contact, pointing to share something interesting, waving hello, reading someone’s face to know if they’re happy or upset—these don’t always develop naturally. But they’re huge parts of how we connect with each other.
How ABA Approaches Communication
Here’s a basic idea that drives ABA: every behavior communicates a need. When your child throws a toy, pulls you toward the fridge, or screams in the middle of a store, they’re telling you something. They might not have the words yet, but they’re communicating.
ABA doesn’t just focus on speech. The real goal is functional communication—helping your child be understood. For some kids, that means spoken words. For others, it means learning to use pictures, gestures, or a tablet that talks for them. ABA therapists use Functional Communication Training to replace challenging behaviors with communication that works, and this approach is closely connected to reinforcement-based strategies that help children learn more effective ways to express their needs.
A Board Certified Behavior Analyst (BCBA) starts by figuring out where your child is right now. What can they already communicate? What’s starting to emerge? Where do they get stuck? From there, they design a plan with goals that actually matter for your child’s day-to-day life.
The Techniques ABA Uses to Build Communication
So how does this actually work? ABA therapists use several proven strategies for building communication, depending on what your child needs.
Teaching Kids to Ask for Things (Mand Training)
This is often where therapy starts because it’s so practical. Your child wants something—a toy, a snack, to go outside. The therapist uses that motivation to teach them how to ask for it.
Let’s say your daughter loves watching videos on your phone. The therapist holds the phone and waits. If she reaches for it, they might prompt her to say “phone” or hand over a picture card with a phone on it. As soon as she does, she gets the phone. Do this enough times and she learns: when I communicate, I get what I want.
Practicing Sounds and Words (Echoic Training)
Echoic training focuses on imitation. The therapist says a sound like “ba” and encourages your child to copy it. Then they might try “ma.” Over time, they work up to full words like “ball.”
This kind of gradual progress is part of how ABA teaches skills in small, teachable steps, helping children build new communication abilities over time.
This helps build imitation skills, which are foundational for many types of learning, including communication. For kids who aren’t imitating sounds yet, this is often where therapy begins.
Teaching Back-and-Forth Conversation (Intraverbal Training)
Conversation isn’t just about knowing words. It’s about responding to what someone else says. “What’s your name?” “How old are you?” “What did you do today?”
ABA teaches this step by step. A therapist might start with songs or phrases your child already knows. “Twinkle twinkle little…” and your child fills in “star.” Later, it moves to answering questions and having real exchanges.
Replacing Problem Behaviors with Words (Functional Communication Training)
This one’s big. A lot of challenging behaviors happen because a child doesn’t have another way to communicate.
Your son hits when he’s overwhelmed because he doesn’t know how to say “I need a break.” Your daughter screams when she wants attention because she hasn’t learned to say “play with me.”
FCT figures out what the behavior is trying to communicate, then teaches a better way to say it. Maybe it’s words. Maybe it’s a gesture or a picture card. Once your child has that tool, the hitting or screaming usually decreases because they don’t need it anymore.
Learning in Real Life (Natural Environment Teaching)
Kids don’t learn best sitting at a table doing drills. They learn when they’re playing, eating snacks, or exploring the backyard. That’s what NET is about.
A therapist might work on requesting during a game. Labeling colors during art time. Greeting when someone walks in the door. The learning happens naturally, woven into activities your child already enjoys.
| ABA Technique | What It Teaches | Everyday Example |
|---|---|---|
| Mand Training | Asking for things they want | Child says “phone” to get the phone |
| Echoic Training | Copying sounds/words | Therapist says “ba,” child imitates |
| Intraverbal Training | Back-and-forth conversation | “Twinkle twinkle little…” → “star” |
| Functional Communication Training | Replacing problem behaviors with communication | Instead of hitting → child says “break” |
| Natural Environment Teaching | Learning in natural routines | Practicing requests during play or meals |
What Is Functional Communication Training in ABA?
If you’re wondering, “What is functional communication in ABA,” it refers to a child’s ability to use appropriate communication to express needs rather than challenging behaviors.
Many children with autism struggle to communicate their needs, wants, or frustrations, whether because of limited verbal skills or difficulty with emotional regulation. Rather than simply telling children to stop the behavior, FCT identifies the need the behavior is serving and teaches a safer and more effective communication skill.
Definition and the “function” of a behavior
In ABA, every behavior has a purpose, or function — even if it’s not immediately obvious. This concept is foundational to ABA therapy and to Functional Communication Training (FCT).
First introduced by Edward G. Carr and V. Mark Durand in 1985, FCT is a widely-used behavioral intervention that helps decrease challenging behaviors while increasing appropriate communication. Instead of focusing only on stopping a behavior, FCT teaches children a more effective way to express the same need. For example, if a child regularly screams at dinner because they want to leave the table, FCT might teach them to appropriately ask for a break instead.
The four functions of behavior (attention, escape, tangibles, sensory)
Before a BCBA can teach a replacement communication skill, they first need to understand why the behavior is happening. Most challenging behaviors fall into one of four functions of behavior:
- Attention: The child is trying to gain attention or interaction from another person
- Escape: The child wants to avoid or end a task, activity, or situation
- Access to Tangibles: The child is trying to get a preferred item, activity, or experience
- Automatic (Sensory) Reinforcement: The behavior is internally rewarding or helps meet a sensory need
For example, two children may both scream at dinnertime, but the reason behind the behavior can be completely different. One child may want to leave the table, while another may be asking for more of their favorite food. Although the behavior looks the same, the function is different.
Identifying which of these four functions is driving the behavior helps a BCBA determine the most appropriate intervention. When a communication deficit is contributing to the behavior, Functional Communication Training may be used to teach a more effective way for the child to express that same need.
| Function of Behavior | What It Looks Like | Example Replacement Skill Taught in FCT |
| Attention | Child acts out to get a look, response, or interaction | Tapping a shoulder, saying “look at me” |
| Escape / Avoidance | Child resists or flees a demand or overwhelming task | Requesting a “break” or saying “help” |
| Access to Tangibles | Child tantrums for a toy, snack, or item | Requesting the item verbally, by sign, or with a picture card |
| Automatic (Sensory) | Behavior itself feels good (rocking, hand-flapping) | Redirecting to a sensory-appropriate item or activity |
How Does Functional Communication Training Work?
If your child is working on challenging behaviors in ABA therapy, you might be wondering, “How does Functional Communication Training work?” Functional Communication Training is implemented by a BCBA and carried out by trained therapists as part of an individualized ABA treatment plan. While every plan is tailored to the child’s needs, FCT generally includes three key steps:
Step 1 — Functional Behavior Assessment (FBA)
The first step in Functional Communication Training is understanding why the behavior is happening. To do this, a BCBA conducts a Functional Behavior Assessment (FBA) by observing the child, collecting data, and talking with parents, caregivers, and teachers. This information helps identify the function of the behavior and determine whether FCT is the right approach. In many cases, the FBA is completed as part of a comprehensive ABA assessment that guides the child’s treatment plan.
Step 2 — Selecting and teaching a replacement skill
Once the function of the behavior is identified, the BCBA selects a replacement communication skill that serves the same purpose. Depending on the child’s communication abilities, this may involve spoken words, gestures, sign language, picture cards, or an AAC device. Therapists teach the skill proactively while the child is calm and engaged, creating opportunities to practice before it’s needed in a challenging situation.
Step 3 — Reinforcement and fading prompts
Positive reinforcement in ABA therapy means providing a desired reward, or reinforcer, after the desired behavior occurs. Whether it’s verbal praise, a toy, or extra playtime, these reinforcers build a strong connection between an action and a good outcome — making the person much more likely to repeat that behavior.
In Functional Communication Training, the desired behavior is the child’s new communication skill. As the child becomes more successful, therapists gradually fade prompts by reducing reminders and assistance so the child can communicate more independently.
What Does Functional Communication Training Look Like in Practice?
Because every child has different communication needs, FCT looks different from one child to another. Here are two functional communication training ABA examples:
Example 1: Replacing a Tantrum with a Request for a Break
A child who has tantrums to avoid difficult tasks may be taught to verbally request a break instead. When they use the new communication skill, they’re promptly given a brief break — showing them that asking appropriately is a more effective way to communicate their needs.
Example 2: Replacing Grabbing or Head-Banging with a Picture Card Request
Instead of grabbing a preferred toy or engaging in head-banging, a child may learn to hand a therapist or caregiver a picture card to request the item. Receiving the requested item reinforces the communication skill and helps replace the challenging behavior over time.
What Communication Methods Does FCT Use?
The communication method used in Functional Communication Training depends on how the child is best able to express their needs. While many children with autism use spoken language, others have difficulty expressing their needs or are nonverbal. FCT may incorporate several different communication methods, including:
Verbal speech, sign language, and gestures
Functional Communication Training may teach children to communicate using spoken words, sign language, or gestures — such as:
- Say words or short phrases like “Break, please” or “I need help.”
- Use signs such as “more,” “all done,” or “eat.”
- Point to a desired item, shake their head “no,” or raise a hand to get someone’s attention.
Picture Exchange Communication System (PECS) and AAC devices
ABA therapy for nonverbal children may incorporate the Picture Exchange Communication System (PECS) — which uses picture cards — or augmentative and alternative communication (AAC) devices — such as speech-generating tablets — to help children request items, ask for help, and express their needs.
How Is FCT Different From Other ABA Strategies?
Functional Communication Training is just one of many evidence-based strategies used in ABA therapy. While it often works alongside other interventions, there are a few key ways it differs.
FCT vs. differential reinforcement
FCT is a specific type of strategy that falls under the Differential Reinforcement of Alternative Behavior, or DRA, framework. Differential reinforcement in ABA is any type of intervention aimed at teaching and reinforcing a positive behavior, while FCT is specific to communication.
For example:
- DRA: Teaching a child to put toys away instead of throwing them
- FCT: Teaching a child to say, “I need a break,” instead of throwing toys to escape a difficult task
FCT as an antecedent- vs. consequence-based strategy
ABA therapy often uses the ABC model to understand behavior:
- Antecedent: What happens before a behavior.
- Behavior: The action itself.
- Consequence: What happens after the behavior.
While many ABA strategies focus on changing either the consequence or antecedent for a behavior, FCT is unique in that it can be used for both.
Some ABA strategies focus only on the antecedent, such as changing the environment or giving visual schedules to help prevent challenging behaviors. Others focus on the consequence, such as reinforcing appropriate behaviors after they occur. Functional Communication Training addresses both by teaching a replacement communication skill before challenging behavior occurs and reinforcing that skill after the child uses it successfully.
- Antecedent-only: Prevent the behavior (e.g., visual schedule, offering choices)
- Consequence-only: Reinforce appropriate behavior after it happens (e.g., giving a toy)
- FCT: Teach the communication skill ahead of time and reinforce it when the child uses it.
Who Delivers FCT, and How Long Does It Take?
Functional Communication Training is an evidence-based ABA strategy that’s typically developed by a BCBA after performing a full assessment. Once the plan is in place, parents, caregivers, and therapists work together to help children practice and reinforce new communication skills in a variety of settings.
The BCBA’s role and parent involvement
Because Functional Communication Training depends on identifying the function of a child’s behavior, it’s developed by a Board Certified Behavior Analyst (BCBA). During therapy sessions, your child’s BCBA or Registered Behavior Technician (RBT) will teach and practice new communication skills.
FCT is most successful when implemented consistently across home, therapy, and school settings. Your ABA care team will also teach you how to model and reinforce those same skills at home, helping your child build confidence and use them in everyday situations.
Realistic timelines and what progress looks like
Every child progresses at their own pace, and certain communication skills may be more challenging than others. Some families see progress within a few weeks, while others need several months of consistent practice. The goal is steady, meaningful progress—not overnight change.
When a Child Isn’t Speaking Yet
Not every child will develop spoken language, and that’s okay. There are other ways to communicate that work just as well.
Picture Systems and Devices
PECS (Picture Exchange Communication System) teaches kids to hand you a picture of what they want. At first, it’s one picture—maybe “snack.” Over time, they learn to build sentences using multiple pictures.
Speech-generating devices are another option. These are tablets or dedicated devices where your child taps an icon and the device speaks for them. “I want juice.” “I need help.” “Can we go outside?”
One common worry parents have is will using pictures or a device stop my child from learning to talk? Research actually shows the opposite. Many kids who start with pictures or devices go on to use spoken words too. And even if they don’t, they have a reliable way to communicate.
What This Looks Like in Your Daily Life
Communication goals aren’t just for therapy sessions. They show up everywhere.
At home, your child might be working on asking for toys during playtime or saying “all done” when they finish eating. At meals, they might practice requesting food or answering “What do you want to drink?” At school, the goal might be raising their hand, asking a peer to play, or answering the teacher’s questions.
The more your child practices in real situations, the more the skills become automatic.
What Parents Do to Help
You spend more time with your child than any therapist does. That’s why your role matters so much.
The therapy team will teach you the same techniques they’re using. If they’re working on having your child say “help” when they need assistance, you’ll learn to encourage that same word at home. If your child is learning to use a communication device, you’ll know how to encourage it during everyday moments.
You’ll also learn to notice when your child is trying to communicate—even if it’s messy or incomplete—and respond in ways that help the skill grow. You’ll have tools that make daily life smoother for both of you.
ABA and Speech Therapy: Working Together
ABA therapy doesn’t replace speech therapy; the two are designed to work together. Speech therapists focus on how children form sounds and build language. ABA therapists teach children how to use communication in everyday moments: asking for help, answering questions, or expressing what they need.
The best progress often happens when your child’s BCBA and speech therapist collaborate. They can share goals and make sure what your child learns in one setting carries over to the other. For example, if your speech therapist is working on certain words, your BCBA can create chances for your child to practice using those words throughout the day.
At United Care ABA, we coordinate with the other professionals on your child’s team. We work closely with speech therapists to keep everyone aligned. This way, your child gets complete support, and you don’t have to manage communication between providers yourself.
Getting Started with ABA Therapy
If you think ABA therapy could be beneficial for your child, the first step is scheduling a consultation. You’ll talk about your child’s needs, ask questions, and learn what ABA therapy might look like for your family.
From there, United Care ABA will assess your child’s skills, verify insurance, and create a personalized plan. From there, we’ll get started with therapy sessions, and you’ll have support every step of the way.
Frequently Asked Questions About ABA and Communication
How does ABA therapy address communication skills?
ABA teaches functional communication—ways for your child to express needs and wants that actually get understood. This includes spoken words, gestures, picture systems, and devices. Therapists use techniques like mand training (requesting), echoic training (copying sounds), and functional communication training to teach skills step by step.
What are examples of communication skills for autism?
Communication skills include asking for items, naming objects, answering questions, greeting people, expressing feelings, following directions, and having conversations. Non-verbal skills like eye contact, gestures, and understanding facial expressions are also important.
What is an example of functional communication skills in ABA?
Functional communication is any way a child expresses a need that gets understood. Examples: saying “help” when stuck, handing over a picture card to request a snack, using a device to say “I need a break,” or pointing to show what they want. The communication serves a real purpose in the child’s life.
How does ABA help with speech?
ABA teaches children to use communication functionally in everyday situations. Therapists use techniques like mand training (requesting) and echoic training (imitation) to build skills step by step. For non-verbal children, ABA introduces alternative communication methods like picture systems and devices. ABA works best alongside speech therapy, with BCBAs and speech therapists collaborating to support your child’s overall communication development.
What is functional communication training in ABA?
Functional communication training (FCT) is a behavior intervention that teaches a person to communicate a need for attention, a break, an item, or sensory input, instead of using a challenging behavior to get that same need met. It was first formally described by Carr and Durand in 1985 and remains one of the most widely used ABA strategies today.
Is functional communication training a type of differential reinforcement in ABA?
FCT overlaps with differential reinforcement because it reinforces a new, appropriate behavior while withholding reinforcement from the old challenging behavior. However, FCT is considered its own named intervention because it specifically targets communication as the replacement skill.
Is functional communication training an antecedent intervention in ABA?
FCT is best classified as a consequence-based, reinforcement strategy, since it works by changing what happens after the communication response occurs. That said, practitioners often pair it with antecedent strategies, like visual supports or prompting, to help the new skill take hold.
Does a child need to be verbal for functional communication training to work?
No. FCT is designed to work for verbal, minimally verbal, and non-verbal children alike. The replacement skill can be a spoken word, a sign, a picture card (PECS), or an AAC device, whatever is realistic and effective for that specific child.
How long does functional communication training take to work?
There’s no fixed timeline. Some children begin using a replacement skill reliably within a few weeks; others need months of consistent practice. Progress depends on the child’s current skills and how consistently the new skill is reinforced across home, school, and therapy settings.
