Welcome back to Let's Talk AAC - a series of questions and topics for discussion. NWACS will occasionally post a question or topic with related information. Join in the conversation! Add your experiences, resources, related research, etc. in the comments so we can all learn and benefit from each other's knowledge and experience.

reading time: 4 minutes

Right #14 of the Communication Bill of Rights reads: The right to be addressed directly and not be spoken for or talked about in the third person.

While this may seem straightforward, speaking for and talking about an AAC user in the third person happens all too often. Even with the best of intentions. This can happen while discussing the care, education plan, or personal information of an individual during a/an:

medical appointment
care conference
IEP meeting
conversation with family or friends

As we work to teach AAC users how to advocate for themselves and use their AAC systems to relay their own ideas, speaking for the user can stifle that progress. It could make the AAC user feel as if their ideas and communication do not matter. Talking about an AAC user in the third person can also portray to the individual that they don’t matter. That their presence and ideas aren’t valid. This also does not provide the AAC user with agency and autonomy over the information that they would like to share with others. Speaking for or about an AAC user can put them in a situation in which their life is an “open book” by no choice of their own.

We can foster an environment where an AAC user is an equal communication partner by:

Giving time in the conversation for the user to communicate in their way.
Asking the AAC user for input.
Responding to the AAC user’s communication directly.
Addressing the AAC user when talking about information pertaining to them.
Pausing when the AAC user activates their communication device. Do not interrupt.
Asking one question at a time. Waiting for the AAC user’s response before asking the next question.
Being prepared to communicate with the AAC user in multiple modalities. It is common for communication to be different from day-to-day and hour-to-hour. Honor the communication method that is working for the AAC user. Every AAC user is at a different point in their journey of learning their AAC system. They likely are using multiple methods to communicate.
Asking the AAC user how they communicate yes, no, and other non-verbal communication (e.g., smiles for enjoyment/excitement/like, head down means listening and processing information, sigh means disagreement, etc.)
Facing the AAC user when talking to them. Being sure their body is also included in the conversation. Move to their level.
Allowing the AAC user to finish what they are saying. Do not finish their sentences for them.
Asking for clarification as needed. Stating what you understood.
Redirecting others to the AAC user when they have not been addressed directly.

Below are some examples of what direct communication to the AAC user should and shouldn’t look like.

DON’T SAY

“Carter is making great progress towards his educational goals. He is communicating with his device in conversations. He is using 3-word phrases for ideas and thoughts. Next year I would like him to work on expanding his communication.”

“It sounds like Carter hasn’t been sleeping well and has a cough. [Provider listens to lungs without telling Carter what they are doing]. How often is he coughing a day?”

[To Carter’s caregiver] “Does Carter like going for walks? Can he go with us?”

“We’re here for Carter’s physical exam today. [Performs exam without telling Carter what is happening or including in conversation]. Everything looks great. I think he needs to increase his medication. Is he sleeping ok?”

INSTEAD SAY

“Carter, you have made great progress towards your educational goals this year. You are using your communication device in conversation. You are using it to give 3-word phrases for ideas and thoughts. I have some ideas for things we can work on next year, but I would like to hear your thoughts.”

“Carter, it sounds like you are coming in today because you haven’t been sleeping well and have a cough. I’m going to listen to your lungs. I know it’s hard to answer questions right now with your communication device. I’m going to ask your mom how often you have been coughing.”

“Carter, we are thinking about going for a walk. Would you like to join us?”

“Carter, we have your mom, caregiver, and you here today to talk about your health as we do your yearly physical exam. I’ll tell you everything I’m going to do and ask before I touch you. It looks like you have your communication device with you today. Are there other ways you communicate that I need to watch for?” [Then proceeds with the examination and questions, directly addressing Carter. If something needs to be asked about Carter to his caregiver, communicate this to Carter].

Below are some additional resources on tips for including AAC users in conversation and addressing AAC users directly.

Top Tips for Speaking to an AAC User, From an AAC User

AAC Etiquette Essentials: Chatting with Someone Using Tech to Talk

7 ways to include AAC users in conversation

Dos and Don'ts for speaking with AAC users

How to have a conversation with an AAC user

How do I speak to someone who uses AAC?

Are you an AAC user? What tips do you have to add? Leave a comment below.