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    Journal Article Summary "A Strategy To Support The Communication of Students With Autism Spectrum Disorder"

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    Jamie Lynn
    Article reflection on communication strategy to implement in the classroom for students with autism.

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    Journal Article Summary "A Strategy To Support The Communication of Students With Autism Spectrum Disorder"

    Uploaded by

    Jamie Lynn
    33 views3 pages
    Article reflection on communication strategy to implement in the classroom for students with autism.

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    Journal Article Summary “A Strategy to Support the Communication of Students with Autism Spectrum Disorder”

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    Article reflection on communication strategy to implement in the classroom for students with autism.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    33 views3 pages

    Journal Article Summary "A Strategy To Support The Communication of Students With Autism Spectrum Disorder"

    Uploaded by

    Jamie Lynn
    Article reflection on communication strategy to implement in the classroom for students with autism.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Name: Jamie Johnson

    Assignment: Journal Article Summary

    “A Strategy to Support the Communication of Students with Autism Spectrum Disorder”

    Due Date: 2/13/2023

    Summary:
    One of the core deficits for autism is difficulty with social communication and social

    interaction. Many children with ASD have a difference in their development of speech and

    language. Communication skills are vital for autistic children’s development, because they help

    with behavior, learning and socializing. Therefore, autistic children need support to develop

    communication skills. This article introduces a research-based strategy, POWR: Prepare, Offer,

    Wait, and Respond, that can be used to effectively enhance the social communication

    development of children with ASD.

    Description of purpose

    The POWR strategy includes several interaction skills that have been shown to encourage

    social communication for students with ASD, such as, providing opportunities to communicate

    (Broberg, Fern, & Thumburg, 2012) and waiting for communication (Brobeg, 2012). In addition,

    the POWR strategy requires frequent responses and providing frequent communication

    opportunities (Archer & Hughes, 2010), providing wait time (Landa, 2007), and responding to

    the student immediately (Archer & Hughes, 2010). The POWR has four steps that help

    communication partners (teachers, peers) support the social communication of children with

    ASD. The teacher’s knowledge of the students skills, interest and communication methods is

    used to individualize the learning experience for the child.

    Major findings

    The POWR strategy is effective in promoting social communication. It also helps

    educators intentionally support the social communication of students with communication

    challenges. During training sessions, paraeducators, parents, and siblings all learned to use the

    POWR steps with 1 to 2 hours of instruction (Douglas, 2013). The mnemonic POWR will help

    educators remember, use, and reinforce the use of the four easy and effective steps, Prepare the
    learning experience and AAC, Offer opportunity for communication, Wait for communication,

    and Respond to communication.

    Strengths and limitations:

    By using POWR, communication partners can create a supportive language environment

    and encourage communicative development for students with ASD. There are a number of ways

    educators and peers can respond to communication. This includes verbalizing behavior,

    expanding on communication, or extending communication (Kaiser & Roberts, 2011).

    Unfortunately, research indicates that educators often lack the skills and preparation required to

    support the communicative needs of students with ASD. Furthermore, teachers may require

    targeted training to ensure the appropriate social communication development of students with

    ASD (Kaiser & Roberts, 2011).

    Application:

    The article supports what we have learned in class that children with ASD often struggle

    with communication and social development. Children with ASD struggle to communicate for a

    number of reasons. Some are nonverbal or have limited capacity for speech. Children with ASD

    often have a hard time getting people to understand what they want or need. The POWR

    communication strategy is a way of teaching communication skills to children with autism. It can

    help children with ASD get their point across in a way that’s easier for everybody to understand.

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