By Kristin Acree and Vicki Clarke

For parents, teachers, and therapists of minimally verbal or nonspeaking children using AAC

When a child who uses AAC appears to be noncompliant or engages in behaviors that seem to “shut down” communication or participation, it’s easy to label it as defiance or resistance. But what if these behaviors are actually communication? What if they’re the child’s best way to say “this is too much,” “I need help,” or even “I don’t want to do this”?

Here are a few critical things to consider when a child responds with challenging behavior after a demand is placed—especially for our AAC users.

1. Is the environment working with the child, or against them?

Sensory overload is real. A noisy classroom, flickering fluorescent lights, an uncomfortable seat, or simply a chaotic or overstimulating setting can be enough to tip a child over the edge—especially if they are already navigating the demands of communicating with AAC.

Ask yourself:

• Is it too loud?
• Are the lights too bright?
• Is there too much movement or clutter around them?
• Could they be tired or overstimulated?

Often, adjusting the environment can do more than any behavior strategy.

2. How hard is the thing we’re asking them to do?

Tasks that are physically or cognitively demanding require energy and focus—and so does using AAC. If we’re asking a child to complete a difficult activity and communicate in a way that’s effortful or slow, we’re doubling their load.

When cognitive demand is high, communication should be easy.
Consider simplifying either the task or how communication is expected. Maybe a quick choice board or visual support is enough in the moment—and then return to full language access when they’re ready.

3. Are they given choices—or just compliance?

We can’t force someone to do something. What we can do is control how we present expectations and what options we offer. When we offer real choices, we are:

• Supporting independence
• Respecting autonomy
• Building trust and connection
• Teaching self-advocacy

If we don’t give explicit choices, the only option becomes: do it, or don’t. Instead, try:

• “Do you want to do this at the table or on the floor?”
• “Do you want to do this now or after snack?”
• “Would you like to tell me what you need before we start?”

Every situation has a choice. We just have to build them in.

4. Do they have the language to tell us what’s wrong?

AAC systems that only offer a few pre-programmed choices often fall short when a child wants to explain why they’re refusing, struggling, or upset. If their device doesn’t include vocabulary for emotions, physical needs, actions, and refusals, we’re not giving them the tools they need.

Think beyond yes/no or snack/play. Robust language systems let students say things like:

• “Too hard”
• “I feel sick”
• “Too loud”
• “Don’t like it”
• “Need help”
• “Not ready”
• “I want something else”

A robust system doesn’t just help them participate—it helps them protect their own wellbeing.

5. Have they been taught (and allowed) to say no?

Sometimes we assume a student is “noncompliant” when really, they are just expressing a very valid preference: I don’t want to.

And here’s the key: that’s okay.
If we’ve taught students that it’s safe to say no or “I don’t want to do this,” we’ve opened the door to discussion, compromise, and mutual respect. This is not a lack of compliance—it’s communication, boundaries, and agency.

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Behavior is communication. Especially for AAC users who are minimally verbal or nonspeaking, behavior is often their most efficient, honest form of expression—until we make their AAC system just as powerful. When we slow down, look deeper, and shift our own behaviors and environments, we can create space for every child to be seen, heard, and respected.