This page is an exploration of Right #7 of the NJC Communication Bill of Rights.
Information Transfer
In 1988, Dr. Janice Light identified four main purposes of communication:
- expression of wants and needs
- information transfer (to convey information to another person)
- social closeness (to establish and maintain relationships with others)
- social etiquette (to follow social conventions of politeness)
Many goals and interventions, and even AAC systems, focus on messages for basic wants and needs. Being able to communicate about our wants and needs is important. Especially if we are dependent on others to get those wants/needs met. However, there is so much more an AAC user NEEDS to be able to communicate about! Teaching skills for the other three purposes of communication is often neglected or overlooked. Communication Right #7 addresses using communication for information transfer. This is a social communication skill.
There are many facets to information transfer. One aspect is receiving information. Being given information. Understanding the information given. Being able to ask questions, share thoughts about, discuss, and even reshare that information is crucial. Another aspect of information transfer is to ask for information. Yet another is to be the one giving – and answering questions about – information. All aspects involve asking and answering questions, as well as understanding and discussion.
Asking Questions
The ability to ASK for information requires learning how to ask questions. Asking questions involves having access to, and knowing how to use, question words like:
- who
- what
- when
- where
- why
- how
- which
- can
- could/would
- will
Giving Information
The ability to GIVE information requires learning how to
- relay information, such as
- delivering messages
- making announcements
- telling home information
- telling school/work/activity/event information
- sharing opinions
- report problems, such as
- naming stressors
- requesting help
- reporting broken things
- telling that something is not right
- direct others, such as
- finding or putting things
- providing directions on how to do things (this skill can lead to better personal care and the ability to direct caregivers)
- tell personal narratives
- telling about a recent/current event
- telling about a future event
- telling about a past event
- express feelings
- identifying emotions
- labeling emotions
- reasoning about emotions
Giving information involves letting communication partners know that you have something to tell them. It also requires having access to a wide variety of vocabulary, especially core words.
People and Events
This right reminds us of the importance of taking time to share with AAC users
- about what is happening with people in their lives
- and about events that will probably affect them.
Too often, we do not take the time to thoroughly communicate this information to AAC users.
Part of Right #7 is to be informed about people, such as
- family members,
- friends,
- teachers,
- support people, etc.
AAC users develop strong relationships not only with family or pets, but also with friends, teachers, or support people. AAC users tend to have fewer contacts with other people as compared to their speaking peers. Thus, these few contacts may be extremely important to an AAC user. They need to know what is going on with the people in their life even if the information can add disappointment, anger, or too much excitement. Examples might be learning that a favored family member or teacher will be gone for a long length of time. Or that a favorite relative is coming to visit, or is leaving. Providing extra time for the AAC user to learn about the change can allow them to adjust and talk about their emotions. It also gives them time to prepare for the change, such as creating a goodbye message for a grandparent.
In addition to learning about changes with people they know, the AAC user needs to know about events in their life. They may look forward to some events. Changes in plans can result in strong feelings. Many events can be unpleasant or stressful such as
- going to physical therapy,
- getting an immunization shot,
- staying home with a care provider while parents are out,
- or not going to church next Sunday even though the family routinely goes.
These and many more events can be unpleasant, unexpected, and/or stressful for the AAC user. Several stressful situations may arise in just one week. How can the AAC user be supported to become more comfortable with these changes and/or stresses?
- A first step may be adding needed vocabulary to their AAC system. Any vocabulary that is added or changed needs to be reviewed and discussed with the AAC user. For a quick fix, set up a place on the AAC system for unexpected and/or temporary messages.
- When will the event take place? Using a visual system such as a calendar, marking the day the event takes place may give the AAC user a sense of predictability and calmness.
- What other information needs to be shared with them? The AAC user needs to be told the basic information, but also any extra information that will impact them. Examples might be:
- Who else will be with them?
- Where will the event take place?
- How long will it take?
- What will happen during the event?
- Let the AAC user know about changes to the schedule/plans as soon as possible.
Most importantly, the AAC user needs an opportunity to
- discuss,
- ask questions, and
- share their feelings about this new information.
Be mindful of the time and effort required to communicate using AAC. It is important to allow enough time to respectfully inform them about a person or event. Including enough time to address all the issues and complete the conversation. Ideally, with time for follow-up conversations so they can ask more questions and receive more support. This is especially important when the topic is emotionally charged. Talking about changes in people and events more than once can help reduce anxieties. Especially if the information results in uncomfortable feelings.
Beware the impulse to not share information about people or events important to the AAC user. Caregivers are often concerned that the AAC user will get too upset and will display negative reactions. Especially with information that is likely to result in strong uncomfortable emotions. It may seem that being informed early on about “negative” information increases being upset. Caregivers may decide to tell the AAC user the information at the last minute to avoid the hours or days of them being upset. This strategy may be intended to support the AAC user. Instead, it might cause more intense reactions at the time of the event and possibly in the future.
Being informed well ahead of time can support the AAC user in processing and accepting “negative” news. Not knowing might cause long-term behaviors unrelated to specific events. Fear of not knowing what will happen in the future can escalate challenging behaviors. They need time to communicate their feelings about the information. Having time to decide on a strategy to get through the event as pleasantly as possible can also help. An early timeline may reduce stressful feelings in the future.
Giving AAC users both good and bad news about the people and events in their lives ahead of time is being respectful. It is also their right.
How do we promote this right?
For Communication Partners
scaffold: to break learning into chunks and provide support, tools, and structure as the AAC user learns and develops a new skill or concept
- Make sure that everyone is aware of the Communication Bill of Rights.
- Inform and train communication partners on how they can best communicate and interact with AAC users.
- Model and scaffold language to ask and answer questions and for information transfer.
- Provide explicit instruction to directly teach these skills.
- The Rehearse, Practice, Model – GO! strategy from Dr. Caroline Musselwhite is one idea to help directly teach vocabulary and move toward generalizing the use of those words.
- Be intentional and mindful about informing AAC users about changes in routine and environment. Allow time for the AAC user to ask questions to support their desired level of understanding.
For AAC Users
- Help people with disabilities understand their communication rights.
- Provide culturally and linguistically responsive supports for AAC users to develop this skill area.
- Provide AAC users with opportunities to ask and answer questions.
- Provide AAC users with the relevant vocabulary for asking and answering questions.
- Provide AAC users with opportunities to give information (relay information, report problems, direct others, tell personal narratives, etc.).
- Ensure the AAC user has access to a robust vocabulary so that they can share information!
- Encourage AAC users to self-advocate.
What would you add? Share your thoughts, ideas, strategies, resources, and/or tips below!
Related References and Resources
- Janice Light (1988) Interaction involving individuals using augmentative and alternative communication systems: State of the art and future directions, Augmentative and Alternative Communication, 4:2, 66-82, DOI: 10.1080/07434618812331274657
- POWER:AAC Module 9: Use AAC in Class (addresses these four purposes of communication and how they are applied in the classroom)
- PrAACtical AAC blog posts on “personal narratives”
- Solomon-Rice, Patti & Soto, Gloria. (2011). Co-Construction as a Facilitative Factor in Supporting the Personal Narratives of Children Who Use Augmentative and Alternative Communication. Communication Disorders Quarterly. 32(2). 70-82. 10.1177/1525740109354776
- Soto G, Solomon-Rice P, Caputo M. Enhancing the personal narrative skills of elementary school-aged students who use AAC: the effectiveness of personal narrative intervention. J Commun Disord. 2009 Jan-Feb;42(1):43-57. doi: 10.1016/j.jcomdis.2008.08.001. Epub 2008 Aug 27. PMID: 18838146.
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