A Review of Research Related to the POWR Intervention: a Communication Partner Intervention to Support Children with Neurodevelopmental Disorders

Douglas, Sarah; Dunkel-Jackson, Sarah M.; Sun, Tiantian; Owusu, Prince

doi:10.1007/s40474-022-00244-6

Cited by 4 publications

(11 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Children used the existing systems the children had in their classroom. However, in most cases, these systems were primarily used within speech therapy sessions and were not well integrated into the classroom for regular use (Douglas et al, 2022). Specific demographic information for child participants, including additional details about their AAC systems, is provided in Table 1.…”

Section: Methodsmentioning

confidence: 99%

“…Observational data were derived from the videos collected during the10-min sessions. We coded child and paraeducator communication behaviors using the timed-event coding system (Douglas et al, 2022). Paraeducator utterances that occurred with a gap of 2 s or less were collapsed into a single instance.…”

Section: Methodsmentioning

confidence: 99%

“…Data are from five preschool child-paraeducator dyads from a larger single-case-design study, where 3- to 4-year-old children participated in an intervention study using AAC to communicate one-on-one with paraeducators (Douglas et al, 2022). We recruited participants by contacting school districts in the Midwest region of the United States.…”

Section: Methodsmentioning

confidence: 99%

See 2 more Smart Citations

Response Time of Young Children With Complex Communication Needs Following a Communication Opportunity

Sun

Bowles

Douglas

et al. 2023

Exceptional Children

Self Cite

View full text Add to dashboard Cite

Children with complex communication needs (CCN) who use augmentative and alternative communication (AAC) often need more time to process and respond when communicating with others. This study employed a survival analysis approach exploring child response-time patterns following different communication opportunities for young children with CCN who use AAC. The results showed a median of 1.87 s response time with significant individual variability. Children took less time to communicate following a choice or a question than following a comment. AAC modeling was also associated with shorter response times. Additionally, the more opportunities that occurred without a child response, the longer child response time tended to be. Our findings suggest that if the child does not make a response attempt, instead of repeating communication opportunities, communication partners should consistently wait and use questions and choices along with modeling to increase child communication.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Response Time of Young Children With Complex Communication Needs Following a Communication Opportunity

Sun

Bowles

Douglas

et al. 2023

Exceptional Children

Self Cite

View full text Add to dashboard Cite

show abstract

“…In the second step, paraeducators are taught to offer numerous opportunities for the child to communicate by asking questions, providing choices, and making comments during the activity Douglas, Dunkel-Jackson, et al, 2022). For example, when painting a paraeducator might ask the child “What do you want to paint?” (i.e., question); offer and provide the child a choice of paint colors “Do you want red, blue, or green paint for your turtle?”; or comment about the art the child has made “Wow, I love the blue on the turtle shell, it looks awesome!” Offering numerous opportunities for communication allows the child to learn how to communicate in a variety of contexts and ways (Andzik et al, 2016).…”

Section: The Powr+ Interventionmentioning

confidence: 99%

“…Prior research utilizing the POWR and POWR+ strategies with paraeducators has shown promise in impacting paraeducator communication behaviors and improving child communication for children who use AAC. A review of research (Douglas, Dunkel-Jackson, et al, 2022) demonstrates effectiveness of the POWR strategy with paraeducators. Although the delivery, components, and mnemonic were slightly different within the initial studies compared with those used in subsequent studies, the general content of the intervention remained the same.…”

Section: Prior Researchmentioning

confidence: 99%

An Online Communication Partner Training Program: POWR+ Intervention Results for Teachers, Paraeducators, and Children

Douglas,

Bowles,

Plavnick

et al. 2024

Rural Special Education Quarterly

Self Cite

View full text Add to dashboard Cite

Paraeducators frequently support children who use augmentative and alternative communication (AAC) but often lack access to effective training opportunities. Similarly, special education teachers are responsible for supervising paraeducators but often lack effective training on AAC and paraeducator supervision. The POWR+ (Prepare the activity and AAC, Offer opportunities for communication, Wait for the child’s communication, Respond to the child’s communication, + model AAC) intervention provides training to both paraeducators and supervising teachers to support communication for children who use AAC. In this study, a single-case multiple probe design was used to examine the effects of the POWR+ intervention (e.g., communication opportunities, responses to child communication, and plus AAC models provided by paraeducators) for three teacher–paraeducator–child teams. As a result of the POWR+ intervention paraeducator communication opportunities and paraeducator AAC models increased for all paraeducators. Increases were also noted for communication turns for one child and paraeducator responses to child communication for two paraeducators. Results indicate that the POWR+ intervention may be a viable training option for paraeducators and teachers who support children who use AAC.

show abstract

Exploring core competencies for language facilitation in parent training programs in AAC

Soto,

Vega

2024

Disability and Rehabilitation: Assistive Technology

View full text Add to dashboard Cite

A Review of Research Related to the POWR Intervention: a Communication Partner Intervention to Support Children with Neurodevelopmental Disorders

Cited by 4 publications

References 35 publications

Response Time of Young Children With Complex Communication Needs Following a Communication Opportunity

Response Time of Young Children With Complex Communication Needs Following a Communication Opportunity

An Online Communication Partner Training Program: POWR+ Intervention Results for Teachers, Paraeducators, and Children

Exploring core competencies for language facilitation in parent training programs in AAC

Contact Info

Product

Resources

About