["British Journal of Learning Disabilities, EarlyView. ", "\nABSTRACT\n\nBackground\nObjects of Reference (OoR) can create moments of shared understanding and provide a familiar, reliable way for users with profound and multiple learning disabilities to anticipate and engage with the world. Although the use of OoR is a widely adopted strategy to support communication for individuals with profound and multiple learning disabilities, their potential is frequently undermined by inconsistent or misunderstood use, leading to communication breakdowns.\n\n\nMethods\nThis practitioner‐led study re‐examines the use of OoR in educational and family settings, focusing on how they are understood and applied by users with profound and multiple learning disabilities and their communication partners. Fifty‐four participants took part in open‐ended questionnaires and semi‐structured interviews. They consisted of family members and practitioners supporting children and young people with profound and multiple learning disabilities.\n\n\nResults\nThe study finds that OoR can support communication, but difficulties arise when they are used inconsistently or misunderstood by communication partners. It also identifies that OoR are often misused and treated more as tactile timetables or sensory props than the personalised communication tools they are meant to be.\n\n\nConclusions\nThis article introduces the term Individual OoR to distinguish communicative use from other unrelated practices. It also proposes the SAGE framework, a practical model to guide the consistent and meaningful use of Individual OoR.\n"]