First Advisor

Tracy Gershwin

First Committee Member

Silvia M. Correa-Torres

Second Committee Member

Sandra K. Bowen

Third Committee Member

Michelle C. Athanasiou

Degree Name

Doctor of Philosophy

Document Type

Dissertation

Date Created

12-2025

Department

College of Education and Behavioral Sciences, Special Education, Special Education Student Work

Abstract

Children with disabilities, such as autism spectrum disorder (ASD) and intellectual disability (ID), frequently experience challenges related to social communication and are at increased risk of exhibiting challenging behaviors (CBs), particularly when they lack effective means to express their needs and desires. Functional communication training (FCT) is an evidence-based intervention shown to reduce CBs by teaching functional communication skills. However, limited research has explored the use of culturally responsive adaptations of FCT (CRFCT), particularly in the context of training parents from culturally, linguistically, and economically diverse backgrounds. This study addressed this gap by examining the effects of culturally responsive FCT implemented by Asian immigrant parents in the home setting. Using a multiple-baseline across-participants design, four Asian parents were trained through a modified behavioral skills training (BST) to implement CR-FCT strategies that taught their children with ASD to request preferred items, escape non-preferred tasks, and/or seek adult attention. Findings revealed that all parent participants significantly improved their fidelity of CR-FCT implementation, and all four children exhibited increased independent functional communication responses and reduced challenging behaviors. These outcomes were maintained over time across dyads. Findings also indicated that all caregivers perceive the CR-FCT caregiver training procedure, and the CR-FCT intervention is acceptable, feasible, and culturally responsive. The study discussed the implications for culturally responsive intervention practices and offered recommendations for future research to support diverse families in special education and behavior analysis.

Abstract Format

html

Language

English

Extent

253 pages

Rights Statement

Copyright is held by the author.

Digital Origin

Born digital

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