Functional Communication Training at Home: A Complete Guide for BCBAs

You’ve taught the skill. It works beautifully in session. The child requests a break, asks for help, even initiates communication on their own.

Then comes the handoff.

The parent watches, nods, smiles: “Sure, I’ll give it a try.”
You leave the parent training session feeling hopeful—this time it might stick.

But at home, instinct takes over. When the behavior happens, the parent redirects, soothes, manages the moment as best they can. The powerful communication strategy you worked so hard to teach never even gets a chance to happen.

You’ve seen this pattern before.

You explained FCT. You modeled it. You provided handouts. But the reality is that skills taught in one setting rarely generalize on their own (Stokes & Baer, 1977). Parents are critical agents of generalization, but they need more than information—they need coaching and support (Fettig & Barton, 2014; Snyder et al., 2015). Without that, even the best-designed FCT program may stop at your clinic doors (Tiger, Hanley, & Bruzek, 2008).

The good news? You can stop this cycle. And you don’t need more trials, more jargon, or more frustration—for you or for the family.

In this post, we’ll explore a practical, research-backed approach to coaching parents—so they can confidently support their child’s communication in daily life, where it matters most.

Key Takeaways

• Start with collaboration. Parent-centered goal selection increases buy-in and implementation fidelity (Brookman-Frazee & Stahmer, 2018).

• Coach, don’t just explain. Use BST—model, practice, and feedback—to build parent competence (Parsons et al., 2012).

• Simplify and generalize. Choose communication responses that fit naturally into family routines (Tiger et al., 2008).

• Reinforce parents. Build their self-efficacy with immediate, specific feedback and encouragement (Fettig & Barton, 2014).

• Plan for setbacks. Normalize challenges and support parents through troubleshooting (Suess et al., 2014).

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  The Actions You’ve Already Taken

  You’ve built an effective FCT program—in the clinic

  As a BCBA®, you’ve done your part. You’ve designed a functional communication training (FCT) program that works. You’ve selected functionally relevant responses, taught them with carefully planned prompting and reinforcement, and tracked meaningful progress.

  In the clinic, the child asks for help when a task becomes difficult. They request a break instead of engaging in challenging behavior. They initiate communication to access preferred items. The transformation is exciting—and it’s the result of your expertise and effort.

  You’ve shared FCT with parents—but they’re still struggling

  You’ve also brought parents into the process. You’ve written FCT goals into the behavior plan. You’ve explained the strategies during parent meetings. You may have provided a handout, modeled the technique, or demonstrated during a session.

  The parents smile, nod, and say: “We’ll try it at home.”

  But when you follow up the next week, the story is all too familiar:
  “It didn’t really work at home.”
  “We forgot in the moment.”
  “We weren’t sure when we were supposed to prompt it.”

  And in your head, you’re thinking: Why is this happening—again?

  The missing link: Real-world coaching

  This is not a failure of the parent—or of your teaching. It’s a predictable challenge. As research shows, skills taught in a structured setting rarely generalize to new environments without intentional planning and support (Tiger, Hanley, & Bruzek, 2008).

  In other words: information alone isn’t enough. Without real-world coaching, parents are likely to revert to instinct when things get hard. And instinct rarely includes prompting a replacement response in the heat of the moment (Fettig & Barton, 2014).

  Imagine this: It’s 5:30 pm. The parent is making dinner. The child starts whining for the iPad. There’s a sibling shouting in the background. The dog is barking. The parent isn’t thinking about the FCT handout you gave them last week—they’re just trying to survive the moment.

  That’s why parents need simple, in-the-moment coaching that helps them build the habits and confidence to use FCT when it matters most (Snyder, Hemmeter, & Fox, 2015).

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  Why FCT at Home Matters

  Lasting change happens in everyday life

  Functional communication training (FCT) is one of the most effective interventions in applied behavior analysis (Tiger, Hanley, & Bruzek, 2008). When implemented consistently, FCT replaces challenging behaviors with socially appropriate communication responses—leading to outcomes that matter: reduced frustration, increased independence, and more positive interactions.

  But there’s a catch: lasting change doesn’t happen in the therapy room alone.

  If a child learns to request a break during clinic sessions but can’t do the same at home, the behavior change remains fragile. Without opportunities to use FCT across daily routines, the child is likely to revert to problem behavior where it matters most—in the moments that fill family life.

  Parents are the bridge to generalization

  This is where parents come in.

  They are the people most present during the child’s day—during meals, transitions, play, community outings. These are the settings where FCT needs to happen to be meaningful.

  Research consistently shows that parent involvement is essential for generalizing and maintaining communication skills (Fettig & Barton, 2014; Tiger et al., 2008). When parents are able to prompt and reinforce functional communication, those skills are more likely to take root across settings.

  But here’s the challenge: simply explaining FCT isn’t enough. Parents need coaching—real-time modeling, practice, and feedback (Snyder, Hemmeter, & Fox, 2015). Without this support, even the most engaged parent may struggle to implement FCT with fidelity (Suess et al., 2014).

  Building skills—and building connection

  When parents are equipped to use FCT in daily life, the benefits go far beyond generalization.

  Teaching parents to implement FCT strengthens the parent-child relationship. As parents learn to recognize early signs of frustration and prompt communication, interactions become more positive and collaborative (Brookman-Frazee & Stahmer, 2018).

  Instead of reacting to problem behavior, parents are empowered to meet their child’s needs in a way that fosters trust and understanding. Over time, this shift builds a more connected family dynamic—where communication replaces conflict, and mutual confidence grows.

  FCT at home: an ethical imperative

  As BCBAs®, we have an ethical responsibility to promote socially significant outcomes (BACB®, 2020). FCT that works only in the clinic falls short of this goal. To truly serve families, FCT must be embedded in the contexts where life happens.

  The good news? Research offers clear, practical strategies for helping parents succeed. In the next section, we’ll explore common barriers that get in the way of effective parent-implemented FCT—and how you can coach families to overcome them.

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  Barriers to Effective FCT at Home

  Why do families struggle to implement FCT at home?

  You’ve seen this pattern: FCT works well in session—communication improves, challenging behavior decreases. But at home? The gains seem to evaporate.

  Why?

  It’s not that parents aren’t trying. And it’s not that they don’t care about the strategies you teach.

  The disconnect happens because everyday family life presents a different—and often far more complex—context than the structured therapy environment. Let’s explore why this happens, and what you can do about it.

  Life is chaotic—and FCT isn’t top of mind

  Parents are managing a lot. Work, siblings, meals, transitions, therapies—and the emotional load of parenting a child with complex needs (Brookman-Frazee & Stahmer, 2018).

  In these real-life moments, even the most dedicated parent may struggle to remember when and how to prompt FCT responses. As one study found, families valued FCT but struggled to implement it consistently due to stress and time constraints (Fettig & Barton, 2014).

  👉 Coaching cue: Help parents embed FCT into existing routines instead of adding "one more thing" to their list.

  Instruction alone won’t change behavior

  You’ve probably delivered beautifully designed FCT explanations, complete with visuals and data. But even excellent explanations don’t automatically translate to action.

  Why? Because knowing what to do is not the same as knowing how to do it under pressure (Parsons, Rollyson, & Reid, 2012).

  Without modeling, rehearsal, and feedback, parents often freeze or fall back on old patterns in challenging moments (Snyder, Hemmeter, & Fox, 2015).

  👉 Coaching cue: Focus on in-the-moment coaching over information delivery—help parents practice the skill, not just understand it.

  Instinct takes over when things get tough

  Imagine this: It’s 5:00 pm. The parent is making dinner. The child starts whining for the iPad. A sibling is crying. The phone rings.

  In that moment, parents aren’t thinking about the four-term contingency. They’re thinking: “How do I make this stop right now?”

  Without real-world coaching on how FCT fits into these messy moments, instinct takes over—and instinct usually looks like soothing, redirecting, or giving in (Brookman-Frazee & Stahmer, 2018).

  👉 Coaching cue: Use language that helps parents anchor FCT to the moment:

  “When you hear the first whine, that’s your cue to prompt before it escalates.”

  Parents miss early opportunities to prompt

  Even parents who understand FCT conceptually often struggle to catch the right moments to prompt.

  Research shows that prompting communication early, before escalation, is key to success (Kurtz et al., 2011). But in the chaos of daily life, many parents prompt too late—after problem behavior has already begun (Suess et al., 2014).

  👉 Coaching cue: Teach parents to look for precursor behaviors—body language, vocalizations, facial expressions—and to prompt communication proactively.

  Low parent confidence undermines consistency

  Parent self-efficacy—the belief that they can implement FCT successfully—is one of the strongest predictors of fidelity (Brookman-Frazee & Stahmer, 2018).

  When parents doubt themselves, they hesitate to prompt or stop trying after one rough attempt. This can quickly lead to frustration and inconsistency.

  👉 Coaching cue: Build parent confidence by celebrating small wins and reinforcing effort, not just perfect technique.

  The path forward

  These barriers are real. But they are not inevitable.

  When BCBAs® provide intentional, practical coaching—not just explanation—parents can learn to use FCT fluently, even during life’s most chaotic moments.

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  Designing an FCT Program That Generalizes to Home

  Why program design matters

  Before you begin coaching parents, your FCT program must be built with home life in mind.

  If the program is too complex, too clinic-like, or too disconnected from family routines, even the best coaching won’t help parents implement it consistently.

  Your first job is to design an FCT program that is simple, relevant, and ready for generalization.

  Start with parent-centered goal selection

  When parents help choose FCT targets, buy-in increases and implementation improves (Brookman-Frazee & Stahmer, 2018).

  • Collaborate: Ask parents what situations are most challenging at home.

  • Identify natural opportunities: mealtime, transitions, play, outings.

  • Choose functional, easy-to-prompt responses (Tiger et al., 2008):

    • "Help" to escape task demands

    • "Break" during transitions

    • "Snack" or "Play" to access items

    • "More" or "Finished" during mealtimes

  Coaching phrase:
  "When he wants the toy, we’ll teach him to ask for a turn."

  Avoid jargon. Use parent-friendly language that connects to their daily life.

  Simplify response requirements

  Start with low-effort, high-probability responses (Tiger et al., 2008). If a response is too complex, parents will struggle to prompt it, and children may not access reinforcement quickly enough.

  • Choose responses the child can already perform or can learn quickly.

  • Shape more advanced responses over time (Fettig & Barton, 2014).

  Example:
  Start with signing "More," later add "More please."

  Plan for generalization from day one

  Generalization must be part of your FCT program design—not an afterthought (Stokes & Baer, 1977).

  • Embed FCT in natural routines where problem behaviors typically occur (Kurtz et al., 2011).

  • Coach parents to use natural cues:

    • "When you open the snack drawer, prompt 'Snack.'"

    • "When your child reaches for a toy, prompt 'Play.'"

  • Train multiple caregivers, not just the primary parent (Tiger et al., 2008).

  The more opportunities the child has to practice FCT responses in real life, the more durable the behavior change will be.

  Setting the stage for success

  An effective FCT program is one that parents can implement—during the chaos of family life.

  By selecting relevant goals, simplifying responses, and embedding FCT into routines, you create a program that is not only clinically sound—but also coachable.

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  Coaching Parents to Implement FCT at Home

  Why coaching matters

  A well-designed FCT program won’t generalize unless parents know how to use it.

  And information alone won’t get them there.

  Behavioral Skills Training (BST) is the most effective method for teaching parents to implement FCT (Parsons, Rollyson, & Reid, 2012).

  BST bridges the gap between what parents know and what they can confidently do in real life.

  Core components of BST

  Here’s how to structure your parent coaching using the BST framework.

  Instruction: Keep it clear and relevant

  Provide a brief, jargon-free explanation.

  • Describe the target response: "Ask for a break" or "Sign 'Help'."

  • Explain when to prompt: "When you see early signs of frustration."

  • Clarify reinforcement: "Reinforce the request immediately."

  Coaching phrase:
  "Our goal isn’t to stop the behavior; it’s to give them a better way to ask for what they need." (Brookman-Frazee & Stahmer, 2018)

  Modeling: Show them what it looks like

  Demonstrate the strategy in real time (Parsons et al., 2012).

  Example:
  "Watch how I prompt 'Snack' now, before the whining starts."

  Parents who observe correct implementation are more likely to use the strategy accurately (Suess et al., 2014).

  Rehearsal: Give parents a chance to practice

  Prompt parents to practice in natural moments.

  • Encourage prompting early: "Prompt before the frustration builds."

  • Support delivery of immediate reinforcement.

  • Normalize imperfection: progress matters more than perfection.

  Example:
  "He’s getting frustrated with the puzzle—prompt 'Help' now."

  Real-life practice builds parent confidence (Snyder et al., 2015).

  Feedback: Reinforce and refine

  Provide immediate, specific feedback.

  • Acknowledge what they did well: "You caught that moment perfectly."

  • Gently shape areas for improvement: "Next time, try prompting a little earlier."

  • Reinforce effort, not just technical perfection (Brookman-Frazee & Stahmer, 2018).

  Practical coaching tips

  • Coach in small moments: snack time, bath time, Target runs—not just during therapy sessions.

  • Anchor prompting to routines:

    • "When you open the snack drawer, prompt 'Snack.'"

    • "When you transition to bath, prompt 'Break' or 'Finished.'"

  • Pair praise with reflection: Ask parents, "What felt easy? What felt challenging?"

  • Fade support gradually: Increase parent independence.

  • Plan for maintenance: Revisit FCT coaching regularly (Suess et al., 2014).

  Why BST works

  BST works because it mirrors how parents naturally learn: by observing, practicing, receiving feedback, and refining their skills (Parsons et al., 2012).

  It also builds trust and a collaborative relationship—essential for long-term success (Brookman-Frazee & Stahmer, 2018).

  When coaching happens in the moment—during the messy, unscripted parts of daily life—parents gain the confidence and fluency they need to support FCT consistently.

  Empowering parents, building connection

  Using BST to coach parents is about more than teaching a skill.

  It’s about empowering parents to meet their child’s needs through communication, not conflict.
  It’s about building trust—between the parent and child, and between the parent and themselves.

  See it in action: How to coach parents on FCT in real life

  In this video, I walk through how I coach parents to use FCT in the messy, unscripted moments of daily life.
  You’ll see how small language shifts and real-time support help parents move from instinct to intention—and build their confidence along the way.

  Watch the video below to see these strategies in practice:

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  Troubleshooting FCT at Home

  Why troubleshooting matters

  No parent implements FCT perfectly on the first try. Even with strong coaching, families will encounter moments where things break down:

  • They forget to prompt.

  • Reinforcement gets delayed.

  • The child reverts to problem behavior.

  • Parents lose confidence.

  Your role as a BCBA® is to help families navigate these inevitable bumps in the road—and build resilience, not frustration.

  Supporting parents through setbacks is key to helping FCT stick.

  Common challenges and how to address them

  When parents aren’t implementing consistently

  If parents are struggling to implement FCT, first assess why:

  • Are they unclear about when to prompt?

  • Are they unsure what the communication response should look like?

  • Are they overwhelmed by competing demands or stress?

  Once you identify the barrier, revisit BST:

  • Model again.

  • Provide practice opportunities.

  • Offer immediate feedback.

  Coaching phrase:
  "Let’s focus on just one routine this week where you’ll prompt consistently. One small success builds momentum."

  When parents miss prompting opportunities

  Parents often miss early signs of frustration or need—especially when juggling multiple demands.

  Coach them to watch for precursor behaviors:

  • Whining

  • Reaching

  • Avoidance

  • Body language

  And prompt before escalation (Kurtz et al., 2011).

  Coaching phrase:
  "When you see him start to reach or whine, that’s your cue—prompt before it escalates."

  When the child reverts to problem behavior

  Regression is part of learning. If the child engages in challenging behavior even after learning FCT, help parents respond consistently:

  • Withhold reinforcement for problem behavior (as appropriate to the behavior plan).

  • Prompt the communication response once the child is calm enough to respond.

  • Reinforce the communication response immediately.

  Coaching phrase:
  "We don’t punish the last moment—we plan for the next one."

  This framing helps parents stay future-focused, not discouraged (Fettig & Barton, 2014).

  When parents lose confidence

  Perhaps the most challenging barrier is when parents begin to doubt themselves. If a few attempts don’t work, or challenging behaviors persist, they may conclude that FCT isn’t effective—or that they can’t do it.

  This is where building parent self-efficacy becomes critical (Brookman-Frazee & Stahmer, 2018).

  Support parents through these moments:

  • Acknowledge their effort: "I can see how hard you’re working on this."

  • Celebrate small wins: "You caught that moment perfectly at breakfast today."

  • Normalize setbacks: "Progress is never linear. Let’s keep practicing together."

  Coaching phrase:
  "You don’t have to do it perfectly. You’re learning a new skill too—and every small success helps."

  Coaching through the chaos

  The best FCT coaching happens in real life—during messy, unscripted moments.
  Your role is to stand beside parents, not above them.

  When parents see you model patience, flexibility, and encouragement, they adopt the same mindset.
  This not only improves FCT fidelity—it strengthens the parent-child relationship and builds a culture of positive, functional communication.

  Looking ahead

  Troubleshooting is not about achieving perfection. It’s about helping families keep moving forward—one small moment at a time.

  Using FCT in Assent-Based Practices

  Troubleshooting isn’t just about helping parents stay consistent—it’s also about helping them recognize when a child is communicating discomfort or saying "no."

  When we teach parents to use FCT in an assent-based way, we build trust, safety, and autonomy for the child—not just compliance.

  In this video, I share how I coach parents to use FCT to support their child’s voice and choice in everyday interactions:

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  Bringing It All Together — Your Role in Lasting Behavior Change

  By now, you’ve seen why clinic success alone isn’t enough.

  For functional communication training (FCT) to create meaningful, lasting change, it must work where life happens: at home, in the car, at the grocery store, during the morning rush, and at bedtime.

  Parents are the bridge.
  Coaching is the key.

  When you take the time to:

  • Design FCT programs that fit daily life

  • Coach parents using Behavioral Skills Training (BST)

  • Troubleshoot setbacks with patience and compassion

  You’re doing more than teaching a skill.
  You’re helping families build trust, connection, and resilience.

  You’re helping parents say: “I can handle this. I know what to do.”
  And helping children say: “I can communicate my needs—and I’ll be heard.”

  That is the kind of change that matters.

  Take the next step

  If you’re ready to strengthen your parent coaching and help FCT stick at home, I invite you to explore the ACHIEVE Parent Training System.

  Inside, you’ll find ready-to-use parent videos and step-by-step tools that make it easier to:

  • Teach parents what FCT looks like in real life

  • Coach them through common barriers

  • Build their confidence and consistency

  • Free up your time for meaningful, in-the-moment coaching

  The more we empower parents, the more we empower children.
  And the more we move toward ABA that truly transforms lives.

  Explore the ACHIEVE Parent Training System → Here

References

Brookman-Frazee, L., Vismara, L., Drahota, A., Stahmer, A., & Openden, D. (2009). Parent training interventions for children with autism spectrum disorders. Applied behavior analysis for children with autism spectrum disorders, 237-257.

Fettig, A., & Barton, E. E. (2014). Parent implementation of function-based intervention to reduce children’s challenging behavior: A literature review. Topics in Early Childhood Special Education, 34(1), 49-61.

Harding, J. W., Wacker, D. P., Berg, W. K., Lee, J. F., & Dolezal, D. (2009). Conducting functional communication training in home settings: A case study and recommendations for practitioners. Behavior Analysis in Practice, 2(1), 21-33.

Heath, A. K., Ganz, J. B., Parker, R., Burke, M., & Ninci, J. (2015). A meta-analytic review of functional communication training across mode of communication, age, and disability. Review Journal of Autism and Developmental Disorders, 2(2), 155-166.

Kurtz, P. F., Boelter, E. W., Jarmolowicz, D. P., Chin, M. D., & Hagopian, L. P. (2011). An analysis of functional communication training as an empirically supported treatment for problem behavior displayed by individuals with intellectual disabilities. Research in Developmental Disabilities, 32(6), 2935-2942.

Parsons, M. B., Rollyson, J. H., & Reid, D. H. (2012). Evidence-based staff training: A guide for practitioners. Behavior analysis in practice, 5(2), 2-11.

Rieth, S. R., Stahmer, A. C., & Brookman-Frazee, L. (2018). A community collaborative approach to scaling-up evidence-based practices: Moving parent-implemented interventions from research to practice. Handbook of parent-implemented interventions for very young children with autism, 441-458.

Snyder, P. A., Hemmeter, M. L., & Fox, L. (2015). Supporting implementation of evidence-based practices through practice-based coaching. Topics in early childhood special education, 35(3), 133-143.

Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization 1. Journal of applied behavior analysis, 10(2), 349-367.

Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A review and practical guide. Behavior analysis in practice, 1, 16-23.