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

Sun, Tiantian; Bowles, Ryan P.; Douglas, Sarah; Plavnick, Joshua B.

doi:10.1177/00144029221146574

Cited by 8 publications

(4 citation statements)

References 51 publications

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“…Although not the primary focus of this study, an improvement in child communication was also noted when paraeducators implemented the POWR Training System . To further explore the impact of the types of communication opportunities provided by paraeducators the team conducted a follow up study that helped us learn that children communicated more quickly after a choice, question, or AAC model, and least likely after a comment (Sun et al, 2023). These findings are not surprising given that all child participants were emerging communicators and choices, questions, and AAC models have a clearer expectation for a child response.…”

Section: Discussionmentioning

confidence: 99%

Iterative Pilot Testing of the POWR Intervention: Online Training to Support Paraeducator Implementation of Augmentative and Alternative Communication Strategies

Douglas

Bowles

Plavnick

et al. 2023

J Spec Educ Technol

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The development of communication is a fundamental part of early childhood. Yet many students with disabilities require supports such as augmentative and alternative communication to develop communication skills. Teachers and paraeducators play key roles in supporting communication for these students, but often lack effective and accessible training options that include relevant content, active engagement, and application with individualized coaching. To meet this need, we engaged in iterative development, revision, and testing of the POWR Training System, an online training and coaching program for teachers and their paraeducators. As part of a multi-year, federally funded grant, this iterative process was informed by feedback from educators and experts as well as by outcomes for paraeducators, a teacher, and children in a series of nonconcurrent single case studies. A description of the iterative process, outcomes for paraeducators, a teacher, and children as well as feedback related to the program are described. Future research directions are discussed.

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Section: Discussionmentioning

confidence: 99%

Iterative Pilot Testing of the POWR Intervention: Online Training to Support Paraeducator Implementation of Augmentative and Alternative Communication Strategies

Douglas

Bowles

Plavnick

et al. 2023

J Spec Educ Technol

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“…Wait for child's communication. The next step teaches paraeducators to encourage child communication by waiting 5 to 7 s after each communication opportunity (Douglas, Dunkel-Jackson, et al, 2022;Sun et al, 2023). Wait time allows the child to recognize it is their turn to communicate, process the communication, and come up with a response (Binger et al, 2010).…”

Section: The Powr+ Interventionmentioning

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

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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.

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“…Engaging the child occurs best when professionals provide the child with lots of opportunities to communicate by asking questions, providing choices, and commenting about the activity (Douglas & Gerde, 2019). Professionals should also wait 5 to 7 seconds after providing a communication opportunity to ensure ample time for the child's communication (Sun et al, 2022). In addition to preparing, providing opportunities, and waiting, the professional can model AAC while they talk to show the child how to use their system (Biggs et al, 2019).…”

Section: Recommendation 2: Use Evidence-based Strategies To Support A...mentioning

confidence: 99%

Dispelling Myths Surrounding AAC Use for Children: Recommendations for Professionals

Jensen

Douglas

Gerde

2023

Inclusive Practices

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Augmentative and alternative communication (AAC) includes methods and technologies to support communication and aid individuals with limited speech. There are many widespread misconceptions about AAC use, however, that can negatively impact how children with disabilities are taught in classrooms. In this article, we describe the main types of AAC systems and how they are used to promote child success. Then, we identify and dispel common myths about AAC use and provide evidence-based recommendations for practitioners to support children who use AAC in the classroom.

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

Cited by 8 publications

References 51 publications

Iterative Pilot Testing of the POWR Intervention: Online Training to Support Paraeducator Implementation of Augmentative and Alternative Communication Strategies

Iterative Pilot Testing of the POWR Intervention: Online Training to Support Paraeducator Implementation of Augmentative and Alternative Communication Strategies

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

Dispelling Myths Surrounding AAC Use for Children: Recommendations for Professionals

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