The present study surveys published research on the establishment of alternative behavior in people with autism with behavior problems, focusing on functional communication training (FCT). In addition, current research related to functional communication training and alternative behavior is evaluated in order to clarify problems in Japan. In the 1980s, interventions based on functional analysis were developed. For 20 years, those interventions became an important element of positive behavior support. In particular, researchers developed functional communication training for the purpose of enabling people with autism to acquire alternative behavior that might alleviate their behavior problems. This was a convenient technique. Additionally, these interventions included positive treatment as part of functional assessment and antecedent control. An issue for the future is the development of inclusive functional communication training to promote desired behavior and environmental adjustments in natural settings for people with autism.

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Study objectives: The present study evaluated effects of a stimulus-equivalence training procedure for teaching verbal behavior associated with 5 emotional states ("happy," "cheerful," "sad," "angry," and "afraid") to children with developmental disabilities and autistic tendencies. Design: The design used a multiple probe between stimulus-class sets. The first set was "angry" and "afraid"; the second set, "happy," "cheerful," and "sad." Setting: Training sessions were conducted in the classrooms of the participants' schools. Participants: Two 9-year-old male students with mild developmental disabilities who showed autistic characteristics. Intervention: The participants were trained to state the appropriate emotional word when given a situational sentence. Training used verbal praise, together with a prompt and withdrawal of sight-word cards. Measure: The percentage of correct responses to each sentence was measured. Also, scores of a test on stimulus-equivalence relationships were evaluated. Results: After the training was completed, both participants increased their percentage of correct responses on the generalization and equivalence tests. Conclusion: The results suggest effectiveness and efficacy of the stimulus-equivalence training for teaching verbal behaviors of emotion to children with developmental disabilities and autistic tendencies.

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Study objectives: By using an operandum that enabled key pecking responses to be effective over a wide area, the present study aimed to analyze effects of schedules on behavioral variability. Design: Single subject design. Setting: Operant chamber with a resistive touch screen. Participants: 3 pigeons. Independent variables: Continuous reinforcement (CRF) and 4 intermittent reinforcement schedules with 2 schedule values and, subsequently, extinction. Measures: Key-peck response location, information content of response location, mean deviation from median interresponse distance (IRD), and IRDs per opportunity (IRDs/OP). Results: The behavioral variability of the location pecked increased during the transition from maintenance to extinction after CRF. Kolmogorov-Smirnov tests of the IRDs/OP showed behavioral variability of distance in most of the schedules of reinforcement used. Conclusion: The present study suggests that using distance of response as a measure and IRDs/OP as an index made it possible to obtain unified findings about the effect of schedules on behavioral variability.

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The present paper suggests strategies for establishing evidence-based practice in behavioral research on autism in Japan. This project started with the development of a common research framework based on international standardization of the assessment of autism, organization of a research system, creation of an intervention manual and a therapist training program, and a qualification policy for specific behavior intervention services. Next, efforts were made to extend the effect of evidence-based practice through expansion and development of single case subject designs, encouragement of animated discussions among practitioners across various disciplines, and promotion of the present project in the public administration sector through symposia. Finally, a teacher-training system and research system for school settings was established in order to provide an environment in which evidence-based research effects might be nurtured. Strategies employed in the stabilization of clinical services for autism from research evidence obtained in clinical and educational settings are discussed.

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