Paraeducators are primary communication partners for children who use augmentative and alternative communication (AAC), but often have limited training. The POWR+ intervention is designed to help paraeducators support their student's communication using AAC. Importantly, POWR+ includes training for supervising teachers, who help implement the intervention through observation, feedback, and coaching. In this study, we report the results from a multiple-probe single case design study involving five teacher/paraeducator/child triads. Results indicate a functional relationship for two triads between the POWR+ intervention and the two primary outcomes: communication opportunities and AAC modeling. These triads implemented the POWR+ intervention with high fidelity. Results were mixed for the other triads with lower fidelity. Results highlight the efficacy of the POWR+ intervention when it is implemented with high fidelity but identifies a need for further adjustments to increase implementation fidelity, including additional resources for aspects outside the scope of the intervention such as behavioral support. [This is the online first version of an article published in "Communication Disorders Quarterly."]