Date of Award

8-2026

Degree Type

Creative Project

Degree Name

Master of Education (MEd)

Department

Special Education and Rehabilitation Counseling

Committee Chair(s)

Naima Bhana Lopez (Committee Chair)

Committee

Naima Bhana Lopez

Committee

Stephen M. Kwiatek

Committee

Sophia D’Agostino

Abstract

Students with significant cognitive disabilities often experience difficulty communicating their wants, needs, and emotions. When students are unable to communicate effectively, they may rely on challenging behaviors such as aggression or self-injurious behavior to meet their needs. Because paraprofessionals provide much of the daily instructional and behavioral support in self-contained special education classrooms, they play a critical role in implementing evidence-based communication interventions.

The purpose of this professional portfolio was to explore the implementation of Functional Communication Training (FCT) through two related projects. The first focused on preparing paraprofessionals to implement FCT using Behavioral Skills Training (BST), while the second examined the implementation of FCT with one elementary student with Autism Spectrum Disorder who demonstrated aggression and self-injurious behavior. Paraprofessionals participated in a 30-minute interactive training that included instruction, modeling, rehearsal, and feedback. Pre- and post-training assessments demonstrated increased knowledge and confidence following the training. These projects were implemented to address an identified classroom need and were conducted as professional practice rather than research.

Following staff preparation, FCT was implemented with Student G during daily classroom routines. Student G demonstrated fewer incidents of aggression and self-injurious behavior while increasing the use of functional communication. Overall, this portfolio describes how paraprofessional training, collaboration, and consistent implementation of evidence-based practices supported positive outcomes for Student G within my classroom.

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