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.

中文翻译：

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在线沟通合作伙伴培训计划：针对教师、辅助教育工作者和儿童的 POWR+ 干预结果

辅助教育工作者经常为使用增强型和替代性沟通 (AAC) 的儿童提供支持，但往往缺乏有效的培训机会。同样，特殊教育教师负责监督辅助教育人员，但往往缺乏关于 AAC 和辅助教育人员监督的有效培训。POWR+（准备活动和 AAC、提供沟通机会、等待孩子的沟通、回应孩子的沟通、+ AAC 模型）干预为辅助教育工作者和督导教师提供培训，以支持使用 AAC 的儿童的沟通。在本研究中，采用单案例多重探针设计来检验 POWR+ 干预（例如，沟通机会、对儿童沟通的反应以及辅助教育者提供的 AAC 模型）对三个教师-辅助教育者-儿童团队的影响。POWR+ 干预的结果是，所有辅助教育者的辅助教育者沟通机会和辅助教育者 AAC 模型都增加了。还注意到一名儿童的沟通轮次和两名助理教育人员对儿童沟通的反应有所增加。结果表明，对于支持使用 AAC 的儿童的辅助教育工作者和教师来说，POWR+ 干预可能是一个可行的培训选择。