Functional communication training goals

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

A functional communication training goal teaches a student a communication response that gets the same result as a problem behavior: a break, help, attention or an item. A strong FCT goal names the situation from the FBA, the exact response and mode (words, sign, card or AAC), the criterion with a denominator, and whether the student must also wait or accept "no."

Functional communication training (FCT) replaces a problem behavior with a communication response that serves the same function. A student who screams to end a task learns to sign or tap "break." A student who grabs learns to ask "my turn." The behavior and the new response are tied together by the FBA hypothesis, which is why FCT works best when the function is known.

FCT goals are often co-written by the BCBA or school psychologist and the SLP. The behavior side decides which function to target; the SLP side decides which mode and words the student can produce reliably. The goals below show both. The students and baselines are fictional illustrations. For the whole behavior process, see the FBA and BIP guide.

Decision table: which FCT goal comes next

Student profile	FCT phase	Goal focus	Measure
Problem behavior high, request never used	Teaching	Using the request with prompts	Opportunities with prompt level
Requests with prompts only	Independence	Using the request without prompts	Opportunities
Request works, but student cannot wait	Tolerance	Waiting after the request	Latency or opportunities
Request works with one adult only	Generalization	New people and settings	Opportunities per setting
Request is overused, such as constant breaks	Schedule thinning	Accepting "not now" and working first	Opportunities and work time

The function decides the message: escape leads to "break" or "help," attention to "look" or "come here," item access to "my turn" or the item's name. The replacement behavior examples by function list more.

Teaching the request

At this stage, every request is honored right away. The goal is for the student to learn that the new response works better than the old behavior.

1. Break request. During table tasks longer than 5 minutes, Diego will touch the "break" button on his AAC device to request a 1-minute break, with no more than a gesture prompt, in 8 of 10 opportunities across 2 consecutive weeks. Baseline: 0 of 10; drops to the floor in 7 of 10.
2. Help request. During independent math, when stuck, Leah will hand an adult her "help" card within 1 minute, in 4 of 5 opportunities across 3 weeks. Baseline: 0 of 5; tears paper in 4 of 5.
3. Attention request. During centers, Owen will tap an adult's arm and sign "look," in 9 of 10 opportunities across 2 weeks, with adult attention given within 10 seconds. Baseline: 1 of 10; screams in 8 of 10.
4. Item request. During free choice, Ana will say "iPad, please" or exchange a picture, in 8 of 10 opportunities across 3 sessions per week for 3 weeks. Baseline: 0 of 10; grabs in 9 of 10.

Weak: "Diego will use his words instead of having tantrums." Measurable: goal 1. It names the situation, the response, the mode and a denominator.

Choosing and strengthening the mode

The response has to be easy enough to beat the problem behavior. A spoken sentence may be too slow for a student under stress; a single AAC button or a card is often faster.

5. Moving from card to speech. When requesting a break, Leo will say "break" with a card in view as a back-up, in 8 of 10 opportunities across 3 weeks. Baseline: uses the card in 10 of 10; speaks in 0 of 10.
6. Single sign to two-word request. During snack, Mia will sign "more" plus the item sign, in 4 of 5 opportunities across 2 weeks. Baseline: single sign "more" in 5 of 5.
7. AAC navigation. During work time, Theo will go to his "feelings and needs" page and select "help" or "break" within 15 seconds, in 8 of 10 opportunities. Baseline: needs a full model in 10 of 10.
8. Discreet signal for an older student. During class, Jaylen will place his break pass on the corner of the desk to request a hallway break, in 4 of 5 opportunities across 4 weeks. Baseline: walks out without a pass in 5 of 5.

Weak: "Theo will use his AAC device appropriately." Measurable: goal 7. The page, the words and the time limit are named. The AAC goals examples cover broader communication goals for the same students.

Tolerating delay and denial

Once the request is solid, real classrooms cannot honor it instantly every time. These goals teach waiting and accepting "not now" without the problem behavior returning.

9. Waiting after a request. After requesting a break and hearing "in 1 minute," Diego will keep working until the timer ends, in 8 of 10 opportunities across 3 weeks. Baseline: waits 10 seconds or less in 9 of 10.
10. Working first. After requesting a break, Leah will complete 3 more problems before the break, in 4 of 5 opportunities. Baseline: 0 of 5 without tearing paper.
11. Accepting "no." When told the iPad is not available, Ana will choose another item from a choice board within 30 seconds, in 4 of 5 opportunities across 4 weeks. Baseline: grabs or screams in 5 of 5.
12. Stretching the wait. After signing "look," Owen will wait up to 2 minutes for adult attention while doing an assigned activity, in 8 of 10 opportunities. Baseline: waits up to 15 seconds.

Weak: "Ana will accept no." Measurable: goal 11. It says what "accept" looks like (choosing another item) and how fast. The guide on coping skills goals has related self-calming goals.

Using the request with new people and in new places

A request that only works with the BCBA is not yet functional. Plan generalization from the start.

13. New adults. Diego will request a break using his AAC device with at least 3 different adults, in 8 of 10 opportunities with each adult, across 4 weeks. Baseline: requests with 1 adult only.
14. New settings. Leah will use her help card in math, science and the resource room, in 4 of 5 opportunities in each setting. Baseline: uses it in the resource room only.
15. Peers. During group play, Ana will ask a peer "my turn, please" and wait for the peer's answer, in 4 of 5 opportunities across 3 weeks. Baseline: 0 of 5.
16. Home and school. Owen will use the "look" sign at home and school, with parent and teacher records showing use in 3 of 4 opportunities in each setting. Baseline: school only.

Weak: "Leah will generalize her help card." Measurable: goal 14. Settings and a criterion for each are named. The guide to generalization data collection shows how to track it.

How to measure FCT goals

Record each opportunity: the antecedent happened, did the student use the response, at what prompt level, and did the problem behavior occur. That gives you both lines on one sheet. The opportunity data sheet has columns for the response and the prompt level; add a column for the problem behavior.

Measure 3 to 5 days a week while teaching, then 2 to 3 days a week once the student is independent. Graph the request and the problem behavior together. If the request rises and the problem behavior stays high, check whether adults are still honoring the problem behavior sometimes. When a BIP is not working covers that check.

Short-term objectives for FCT goals

Write objectives by prompt level, then by wait time or setting.

With a full physical or model prompt, the student uses the request in 8 of 10 opportunities.
With a gesture prompt, 8 of 10 opportunities.
Independently, 8 of 10 opportunities.
Independently, waiting up to the target time, 8 of 10 opportunities.

Adapting FCT goals by age and communication level

Student	Mode often used	Example message	Wait target to start
Preschool, emerging communicator	Picture exchange, single sign, one AAC button	"Break"	5 to 10 seconds
Elementary, single words	AAC page, sign plus word, short phrase	"Help, please"	30 seconds to 1 minute
Elementary, sentences	Spoken phrase with card back-up	"Can I have a break?"	1 to 3 minutes
Secondary	Discreet pass, written card, text to a staff member	Break pass on desk	Next natural pause

The IEP team must consider the communication needs of every student, and for a student whose behavior impedes learning, positive behavioral interventions and supports.^[1] ASHA's practice portal on augmentative and alternative communication covers choosing and teaching AAC modes.^[2] The What Works Clearinghouse classroom behavior guide recommends teaching skills that replace problem behavior.^[3]

For goal wording to adapt, see the behavior IEP goals hub and the replacement behavior goals. Paste each goal into the goal checker to check for missing parts.

Frequently asked questions

Who writes functional communication training goals, the BCBA or the SLP?

Often both. The BCBA or school psychologist identifies the function and the behavior plan, and the SLP chooses the communication mode and message the student can produce. Writing the goal together keeps the behavior plan and speech services aligned.

Does FCT mean the student always gets a break when they ask?

At first, yes, so the student learns the request works. Later, goals teach waiting, working a little first, or accepting another choice. Those steps are added slowly, once the request is steady and the problem behavior has dropped.

What if the student overuses the break request?

That is common early on and often means the request is working. Keep honoring it for a while, then add short waits, a set number of break cards per period, or a little work before each break.

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Sources

34 CFR §300.324: Development, review, and revision of IEP, Legal Information Institute, Cornell Law School
Augmentative and Alternative Communication (AAC), ASHA
Reducing Behavior Problems in the Elementary School Classroom, What Works Clearinghouse, Institute of Education Sciences

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.