Abstract This article presents the Communicative Reciprocity Theory of Behaviour (CRT-B) as a new theoretical framework for understanding and analyzing Behaviour among learners with hearing and speech impairments in educational environments. Traditional Behavioural models, including classical and operant conditioning, neo-Behaviourist frameworks, and social learning theory, have emphasized environmental variables, reinforcement, and modeling, while often overlooking the essential function of communication in shaping Behaviour. CRT-B asserts that Behavioural patterns in this population mostly stem from disrupted communicative reciprocity rather than intrinsic deficits. The theory outlines five essential constructs: communicative accessibility, reciprocal recognition, reinforcement alignment, adaptive Behavioural signaling, and environmental responsivity, which together clarify the relational mediation of Behaviour. A sequential Behavioural mechanism is postulated, encompassing communicative disruption, reciprocity breakdown, reinforcement distortion, adaptive signaling, and institutional response. CRT-B has significant educational implications, emphasizing communicative evaluation, modality-appropriate reinforcement, teacher training in semiotic competence, and the significance of sign language and multimodal instruction. The concept is logically grounded in relational anthropology and the ethics of recognition, challenging reductionist Behaviourism. CRT-B is intended to be empirically verifiable and open to discussion, offering a novel framework for research, education, and policy in special education