Consider an individual participating in a learning activity who suddenly turns away, throws their markers on the floor, and places their head in their hands on the table. A compliance-focused approach might interpret these behaviors as task refusal and encourage the individual to continue the activity. An approach focused on communication might ask a different question: What is this individual trying to communicate? The behavior may indicate frustration, confusion, or the need to take a break. How caregivers and professionals respond in the moment may shape whether the individual learns that communication is valued and effective.
Compliance is typically used to describe a child carrying out an adult’s directive (Stephenson & Hanley, 2010). For example, the learner will begin the assigned task within 10 seconds of the therapist’s instruction. While instructional control may be important for learning, an overemphasis on compliance may unintentionally limit opportunities for choice-making, communication, and self-advocacy. For individuals with limited vocal language, this distinction is incredibly important. Communication is not simply correctly responding to directions; it is the ability to express one’s needs and wants, preferences, discomfort, or boundaries in socially meaningful ways.
Communication has a direct impact on independence, safety, and the quality of one’s life. Importantly, communication extends beyond vocal speech and may include sign language, augmentative and alternative communication (AAC), facial expression, gestures, body movements, or vocalizations. Communication should be evaluated by its function rather than its form. For this reason, caregivers and professionals should learn to recognize and respond to an individual’s existing communication mode before introducing new methods.
Further emphasizing the distinction, behaviors identified as “problematic” or “challenging” may, in many cases, represent attempts to communicate unmet preferences or needs. Within Applied Behavior Analysis (ABA), it is important to distinguish between communication and non-compliance. Avoidance, refusal, or withdrawal are often interpreted as behavioral challenges, but they may also represent clear indicators that an individual is expressing discomfort, lack of interest, or an effort to establish a boundary. When these behaviors are ignored, opportunities for self-advocacy are reduced. When they are acknowledged and responded to appropriately, they can become functional communication skills that increase autonomy and reduce distress.
An emerging priority of ABA practice is recognizing and respecting client assent, an individual’s willingness to participate in learning activities. Assent may be expressed both vocally and non-vocally and should be continuously assessed. Signs of avoidance, withdrawal, or refusal may indicate that assent is no longer present. Rather than viewing these behaviors as non-compliance, assent-based practice calls for professionals to adjust demands, modify instruction, adapt teaching, and ensure the learner is motivated to engage in the activity.
Respecting both assent and withdrawal reflects a person-centered approach in which the individual’s experience informs decision-making. Prioritizing communication within the intervention may also support greater participation and reduce distress. Durand and Carr (1991) demonstrated that when individuals are taught effective methods of communicating their wants and needs, challenging behaviors often decrease while meaningful participation increases. Rather than solely focusing on behavior reduction, functional communication provides individuals with socially meaningful methods to access desired outcomes.
Compliance alone has significant limitations. Following directions does not necessarily increase engagement, understanding, or well-being. When success is measured only by task completion, opportunities for self-expression, choice-making, and active participation may be overlooked. A broader definition of success includes the ability to communicate preferences, make choices, and influence one’s environment.
Autonomy involves communicating and making choices that affect daily life. Communication is essential to the development of autonomy; the opportunity to refuse, ask for a break, request help, express discomfort, or communicate likes and dislikes is foundational to self-advocacy. Supporting an individual’s autonomy may involve embedding meaningful choice-making opportunities throughout the session. Caregivers and professionals can offer choices regarding activities, locations, materials, or even the order in which the tasks are completed. They can also incorporate interests and motivations into teaching opportunities. Honoring requests for breaks, responding to communicated preferences, and reinforcing self-advocacy behaviors demonstrate that communication has value and impact.
Rather than focusing exclusively on task completion, caregivers and professionals can evaluate whether the individuals are gaining skills that increase choice, participation, and access to meaningful outcomes. Consistent with the goals of socially significant interventions, the implementation of assent-based ABA supports the development of skills that help individuals access preferred activities, communicate effectively, and participate more fully in their environments. These skills remain important throughout adolescence and adulthood, contributing to relationships, education, employment, and community living.
Individuals with limited vocal language have voices, even when those voices are not expressed through speech. Communication provides the means to be heard, assent ensures those voices are respected, and autonomy allows individuals to shape their own lives. By moving beyond compliance-focused models and embracing communication, assent, and autonomy, caregivers and professionals may better support meaningful inclusion, self-determination, and quality of life across the lifespan.
Dr. Rebecca Gonzales, PhD, BCBA-D, LBA, is Assistant Teaching Professor at Ball State University. For more information, email Rebecca.gonzales.349@gmail.com.
References
Durand, V. M., & Carr, E. G. (1991). Functional communication training to reduce challenging behavior: maintenance and application in new settings. Journal of Applied Behavior Analysis, 24(2), 251–264. https://doi.org/10.1901/jaba.1991.24-251
Stephenson, K. M., & Hanley, G. P. (2010). Preschoolers’ compliance with simple instructions: A descriptive and experimental evaluation. Journal of Applied Behavior Analysis, 43, 229–247. https://doi.org/10.1901/jaba.2010.43-229
