 These cold opens are getting tough. Let me tell you folks are to cover. I have no idea what we're eventually going to get into, but hopefully it's all functional functional communication training, a review, a practical guide. Tiger, Hanley. We've had stuff from Hanley before, haven't we? Oh, didn't he do Iska stuff? Wow. All right. Science is cool. Like, sometimes you just get those moments in life where shit, do you tinklies? It's like an ASMR. Like, I'm getting the tinklies over the journal articles, like, together. Because I didn't put that together all the time, folks. The secrets of being faculty. These things happen in your office, not often in front of students. We just took our office and put it out there for you so you can see all the bullshit that really happens. Okay, here we go. Tiger, Hanley. Boo-hoo, go Hanley. Bruzee. I don't know what it is with me and names, and they always throw one out that I can't do. Review of the literature. This was kind of cool. So this is, this gives me an opportunity to talk about something other than a journal article and get back into something that I find very cool. So anyway, what this was was literally a review of the literature. This is one of those little gems. It's just this little golden little thing hiding out there because it's not just a study technique or something like that. It's literally reviewing the existing literature. And that's what's amazing. There are 204 subjects in here, 91 articles, right? So at first glance, like, oh, that 204 subjects, sweet, they're good averages. No, no, no, no. This is Sidman's dream world. This is what happens when you do basic research well, when you do single subject design properly. Hey, Monk. You just, you just go, that is a big format. Oh, they're all coming. No help. Come here, Eddie. Come on. Come on. You're all wet. The other dogs been licking you again. Oh, this is great. Who's going to lay down? We're going to get the other one in. Oh, Indy. Come here. Come on. Oh, it's so great. They're all here. All the buddies are here. Hey, we're getting microphones today. This is wonderful. This is dream level data. Yeah. Oh my gosh. Are you going to join me? Yeah. This is on plan. You're a big dog and you're going to join me too, aren't you? So that's the communication training and it's best right there. And one's gone. Mocha is the old one, by the way, folks. And she's the one that opens the door, gets a sliding door, and she just sits there and kind of claws out and it opens. She's going to lay down on the tripod. Mocha, come here. Come on. You're not Mocha. You're Indy. Come here. And right on the tripod. Watch. Camera's going to shake. Camera's going to shake. Mocha. This video is being extended because life is good and we have dogs. All right. Mocha. You deaf thing. Come here. You're not Mocha. Like, the girl. You. Sounds like the whistle has more control. More control. Behavior analysts shouldn't own pets. No. For those who play control, but EO needs to be friends. Oh, there we are. Yeah. At the tripod. All right. The eagle has landed. Oh, Mocha. That does not look comfortable. She's in the middle and I guess that's what I meant. Oh, here comes the other furry beast. Jesus. Let's get back on track here. So what I was saying was about, wow. See, you probably don't remember what we were talking about. So we're going to talk about Sibin. We're going to talk about single subject research a little bit because this is what I like to see in the literature. Is over time, you do the single subject analysis, right? Stop messing with the microphone with a single subject analysis. And it ends up to where you have only just a couple of subjects per study, right? And it goes, well, what about generality? What about external validity? It happens later, folks. It happens when you get down to this point where you're reviewing the existing literature. Now you start to have that external validity, right? So when this team of authors reviewed the 291 articles across 204 subjects, now we're establishing some generality. I know it's not really related to the article, but it's a situation that happens every now and again where you get a chance to talk about those things that you don't always see, especially when you're just presenting it from a textbook. So in this case, you do get that big picture look at systematic replication of intra and intersubject replication. And all of those pieces are what is really going on here. So that said, this is a really easy to understand article. And it really does cover the literature on functional communication training from the original car article in 1985 up until 2006 or through 2006. So they looked at all sorts of different behaviors. Of course, all the journal articles that were reviewed covered all the behaviors of tons of stuff. Aggression, stereotypic, bizarre vocalizations, which we've covered those. Inappropriate sexual behavior, self-entry. And all of the one thing that they did look for across all these are one of the trends that they found was that they're all some sort of social reinforcement involved. As a result, they knew where to target their interventions or the functional communication training. Because if you recall, functional communication training is about teaching you a response that replaces teaching you some type of communicative response. Either that through a vocalization or through signing or even showing cards, whatever it may be. But it replaces another problem behavior on the same function. So that's functional communication training. So they kind of reviewed and they looked at all these different categories or six different things. So we'll throw them up on the screen as we go here so you don't have to listen to my words. But they based the first one right off the bat, functional analysis of the problem behavior. Figure out what's maintaining it. Okay, we don't need to talk about anything else because you get it. That's a pretty obvious one. Two, selecting communication response topography. It's really important to make sure that you identify a topography that works for the particular client that you're working with. Because response effort must be low. So if the response effort for the appropriate response is lower than the response effort for the problem response, then you're more likely to get that the appropriate response. Why? Well, this is something we understand from matching law. So anyway, we can go there. Social recognition of the response. This is essentially a behavior trap. So what you want to do is make sure that it's easy to reinforce the appropriate response, the one of the FCT response versus the problem behavior response. So again, essentially a trap. Don't make it just arbitrary. Make it functional for this person in their world. Make it useful. Make it useful for other people around them. I want a break or showing a break card. My break card says break on it. Okay. My kiddo, he does homeschool stuff because of COVID, whatever. Anyway, he's online. I don't care. You got your periods. You got six periods a day. But if you want some break, just take a break. So he's been taught. All he has to do is ask for a break. Andy, you can listen. I don't care. Just leave my stuff alone. Good dog. She's so fuzzy. How can you not do this? She's so reinforcing. And then you're just going to sit there the whole time and be cute. Okay. Anyway, let's see. Who should implement functional communication training? Anyone. That's really not what they say. Basically, there's two different approaches that you can take here having essentially the caregiver do it or the highly trained researcher. Right. So what I wrote down here is environment and setting are the queens. In other words, the environment that you're operating in and the setting that you're operating in is what's really the most important. If you end up with a highly controlled environment, that's great. You're going to be able to teach this pretty efficiently or teach the FCT stuff pretty efficiently, but it might not generalize, right? We'll deal with that one later. And then within the natural setting, that's awesome, but it's going to take you a lot longer to teach it because somebody's not going to be an expert at it. So there's trade-offs and all this stuff. Promote generalization. Surprise, surprise. Go look at our videos on generalization and you'll understand why you need to promote it. Anyway, how to teach the response. You teach it how you teach it. No, joke. Control versus natural, same scenario, right? Or contrived versus natural, the same thing as before. If you use contrived environments and you teach this thing in hyper-rigid ways, it's not going to generalize very well, but it's going to be fast so you can teach them the response pretty quickly. In the natural environment or use natural teaching methods, it's going to be slower to develop, but it will generalize automatically. So all of this stuff has support. Whichever way you look at it, you can do these in multiple ways. But of course, you've got to worry about prompting and fading, so make sure you're fading out your prompting along the way and they talk about how to do all that stuff. Anyway, selecting consequences for problem behaviors. So you have three choices for problem behaviors. You can put them on extinction, you can reinforce the problem behavior, or you can punish the problem behavior. Punishment or problem behavior, there's evidence of it. It works. However, ethical need weird stuff, watch videos on punishment, read, figure out if you're going to use it or not. Like, it's an ethical thing. So there's evidence that says it works. Extinction. Extinction is almost always used in FCT, at least in the literature, but sometimes reinforcement of the problem behavior must continue to occur, especially if you're out in the environment. You can't put a behavior on extinction because something like, I don't know, peer attention. How are you going to extinguish a peer's response? Peer attention. You can't. Sometimes you just can't put things on extinction. When those types of scenarios happen, the problem behavior is still being reinforced, really what your situation is set up now is a competing contingency in order to reduce the problem behavior and increase the functional response that they have FCT stuff. So when you do that, now you've got to make the functional response more reinforcing, blah, blah, blah, otherwise the problem response is going to win out because the reinforcers win. Let's see what else. Thinning the reinforcement. Continuous reinforcement is how you start. Thin it out. Right? Time delays to reinforcement, so adding a gap from the time that the appropriate behavior happens till you get the reinforcer for it. It's one of the most common ways in the literature, according to these authors, but then they also said that there is evidence that signaling that the reinforcement is coming during that absence of reinforcement is an important tool as well. Although watch out for resurgence if you don't remember the difference between resurgence and extinction, resurgence and what's the other one, response spontaneous recovery, you can join the rest of us because no one really understands its joke. Just go watch the videos. I'm just not going to explain it here. And also establish stimulus control, communication response. Let's see what else. Oh, shit. There was something else. Oh, I support it. It doesn't happen very often. Oh, this is great. Okay, so this is another side note. One of those things is a long video because why not? This is not to say that conducts training only in a controlled set will be sufficient. Conducting FCT, a single training environment will consistently result. Did you notice that? My printing cut off a little with some extra words and those extra words become very important. Sometimes will consistently result in clinical acceptable levels of generalization. If, well, wait a minute. It's the word not is cut out here. So be really cautious when you're reading journal articles, folks, that you don't misrepresent it because one word is missing or your printer sucks. One word took me like I even went, whoops, like I couldn't figure it out. And I realized that this whole thing's been cut off. So totally another unrelated thing, which seems to be the issue with this video, but there you go. That's functional for in the video, Brad. Good job saying it in the video.