An Assent Framework for People with Intellectual and Developmental Disabilities and Complex Communication Needs

An Assent Framework for People with Intellectual and Developmental Disabilities and Complex Communication Needs
Original Article
Christopher Tullis, Amarie Carnett
Journal of Developmental and Physical Disabilities, 8 March 2025
Abstract
In both research and practice, gaining assent from participants is an ethical imperative in applied behavior analysis. Recent guidance for including assent-based procedures has been provided in the literature (Breaux & Smith, 2023). However, limitations for decision-making when working with individuals who have developmental disabilities and complex communication needs (CCN) may require further guidance given the range of different considerations, such as use and proficiency with an augmentative and alternative communication system (AAC). Thus, this article provides an overview of considerations for individuals with greater support needs, a framework for evaluating assent in clinical practice, suggestions for measurement, and suggestions for future research.

The following article is referenced in the above:

Assent in applied behaviour analysis and positive behaviour support: ethical considerations and practical recommendations
Review
Cassi A Breaux, Kristin Smith
International Journal of Development Disabilities,1 February 2023; 69(1) pp 111-121
Abstract
The term positive behaviour support (PBS) is used to describe the integration of the contemporary ideology of disability service provision with the clinical framework of applied behaviour analysis (ABA). Assent, the participation consent of those not legally able to consent, has gained recent popularity in the fields of ABA and PBS. The goal of assent-based ABA and PBS is a person-centered approach to assessment, intervention, and all other decision-making. In this model, the learner’s assent withdrawal for participation is honored, whether it be a vocal ‘no’ or a non-vocal expression of verbal behaviour. There is currently a limited subset of studies that mention or utilize assent with learners in ABA or PBS. The lack of published research can make assent-based practices seem to be a choice of the practitioner. The authors of this manuscript seek to further define assent, illuminate the necessity of assent-based practices, and offer assent-based procedures in ABA- and PBS-based intervention.