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Power Cards.docx - Wikispaces

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					                                                                                      Kellie Wright
                                                                                         SPED 843

                                           Power Cards

Section A: Description of intervention method

       Power Cards are a visually based method that connects an individual’s special interest to

an appropriate behavior or social skill. Power cards capitalize on the narrow and obsessive

interests of people with ASD. The strategy consists of a personalized script and a Power Card.

The Power Card is typically the size of a small note card or business card. It is small enough to

be carried by the person in their pocket or in a notebook that is easily accessible across multiple

settings that serves as a visual prompt for the child to use the new behavioral strategy. The script

is read prior to an event that has been identified as problematic for the child. The following

website provides example of power cards.

Section B: Students for whom this method is designed

       Power Cards are primarily used for older elementary children, adolescents, and adults

with Autism or Asperger Syndrome. They are ideal for individuals who feels stress in social

situations, is difficult to motivate, and needs to understand others’ perspective. Reading skills

are necessary and self-awareness needed for the student to identify when they need to use the

Power Card.

Section C: Qualifications for using power cards

       No skilled training is necessary for a person to implement Power Cards. Parents, teacher,

related service personnel, paraprofessionals, etc. may make/implement Power Cards. Personnel

                                                                                        Kellie Wright
                                                                                           SPED 843

who implement Power Cards must know the individual’s interests and what specific

situations/circumstances would benefit from the implementation of a Power Card.

Section D: Cost of method

Power Cards involve very little cost (just the cost of paper and color ink), involve no formal

training, and are not time intensive.

Section E: Potential risks

       Potential risks include: individual may not independently utilize the Power Card when

necessary, the individual may get satiated on their special interest area (i.e. the Beatles), and

individuals may lose their Power Card.

Section F: Benefits of Power Cards

       Benefits of this intervention include: low cost, uses individuals’ special interest area,

easily portable, relatively simple to create, and can be created by anyone who has a relationship

with the student.

Section G: Settings for power cards

       Multiple settings can be appropriate for the use of Power Cards. They are primarily used

in school but could be used at home and other extra-curricular activities (sports, church, etc)

where the individual is experiencing difficulites.

                                                                                       Kellie Wright
                                                                                          SPED 843

Section H: Fields attitude toward power cards

         Professionals are using Power Cards because they seem to be effective with some

individuals (especially those with an intense special interest). Although, there has not been

significant research completed on Power Cards, I feel the field is very open to the use of Power

Cards in the educational setting. I feel the field has an overall positive attitude towards the use

of Power Cards because they have observed the positive effects the use of Power Cards can


                                 Part Two: A review of literature

         Davis, K.M., Boon, R.T., Cihak, D.F., & Fore, C. (2009). Power Cards to Improve

                 Conversational Skills in Adolescents with Asperger Syndrome. Focus on Autism

                 and Other Developmental Disabilities, 25, 12-19.

Section A: Participants

         The participants in the study were three high school male students with diagnoses of

Asperger Syndrome. All students demonstrated basic conversation skills including relevant

response to questions, and all expressed desire to improve peer interaction. These students

participated in general education settings most of the school day, were completing grade-level

requirements for academic classes, and were expected to earn a regular high school diploma.

None of the students had been exposed previously to the Power Cards strategy.

                                                                                     Kellie Wright
                                                                                        SPED 843

Section B: Research design

       A multiple-probe across participants was used to determine the efficacy of Power Cards

for increasing students’ conversational skills. The first phase was baseline and the next phase

was the Power Card intervention, which also included a generalization probe. The introduction

of the Power Card intervention was staggered across students after the previous student reached

acquisition criterion.

Section C: Dependent variables

       The dependent variable was speaking about or allowing conversational partners to speak

about their interests. Specific behaviors included: saying the name of the partner, presenting a

question or comment about the partner’s interest, and listening to (allowing the partner to speak

about) their interest while maintaining eye-contact.

Section D: Independent variables

       The independent variable was both the Power Card scripts and the Power Card. Both

items linked the conversational behavior to the student’s SIA (special interest area) and included

corresponding visual images. A hero figure that represented each student’s SIA was identified

prior to the Power Card script training. The script explained that his hero was interested in other

people, and he or she had learned to have conversations focused on another’s interest. Power

Cards contained text summarizing the conversation strategy used by the hero

                                                                                    Kellie Wright
                                                                                       SPED 843

Section E: Summary

       The implementation of the Power Card strategy that incorporated the students’ SIA

successfully improved conversation skills for all students. A functional relationship was

established because experimental control occurred by demonstration of a covariation between

change in behavior patterns and introduction of the intervention. More specifically, participant 1

experienced a 352% increase in the amount of time engaged in other-focused conversations,

participant 2 experienced a 300% increase in the amount of time engaged in other-focused

conversations, and participant 3 experienced a 141% increase in the amount of time engaged in

other-focused conversations.


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