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LINCARE is who funded the device and their customer support/ tech support is in the PDF attached.

The company of the application TouchChat is PRC-Satillo. They can also assist with a replacement of his device since it is broken. https://prc-saltillo.com/support

YOU CAN REQUEST AND ADVOCATE FOR A LOANER DEVICE PRIOR TO SENDING THE DEVICE TO EITHER COMPANY TO REPAIR. They will most likely not offer this solution and you will have to advocate for it.

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SeCa loves to learn along side his preferred peers in whole group and small group instruction.

He is especially drawn to learning games where he can be silly such as using a fly swatter to identify cvc words and letter sounds.

SeCa loves play doh. He likes to make small play dough balls and smash them as he counts. - Natalie

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SeCa is able to communicate when he needs to use the bathroom. He will go 1:1 with an adult or with a small group of preferred peers.

SeCa benefits from age appropriate reminders to pull his underpants down far enough to avoid accidents.

He is independent in washing and drying his hands. - Natalie

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SeCa is independent in accessing his lunch box, opening his containers and enjoying lunch and snack. He likes to sit with his favorite friends and socialize during lunch and snack.

SeCa is able to independently wash his hands before meals and benefits from age appropriate support when cleaning up after meals.

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SeCa is making progress toward using letter sounds to blend cvc words. He is able to match identical cvc words.

SeCa loves a good story time! He is able to identify key details like character, plot and setting using visual supports. He also likes to make predictions about the story. - Natalie

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SeCa is an amazing learner, friend, and comedian! He loves to make connections with peers and staff, and enjoys being able to joke around with them. He engages in lots of imaginative play by using play-doh or sprunki cut-outs. He enjoys running around and being active with friends, but can also like sitting down to an activity.

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Upon arrival, SeCa will be with either mom or dad and he will have his center materials with him

His backpack, lunchbox, and water bottle

AAC device in a black case with a white kickstand

SeCa can independently put all of his materials away in the correct location, but he can benefit from prompts and reminders as well. Typically when entering the classroom, it is best to ask him if he wants to eat anything from his lunchbox for breakfast. He may be hungry and can benefit from a reminder to eat. Sometimes he may also be tired in the morning. Allowing him some rest is good, but waking him up after a couple minutes is best, so he does not end up sleeping for an extended period, and isn't tired when he needs to sleep at night.

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SeCa is still showing awesome independence in this area.

When needing to use the bathroom, he is able to communicate using his words, AAC, or by gestures.

He can walk with a trusted indie adult to the bathroom.

SeCa is able to toilet independently

Benefits from reminders of washing his hands with a step by step visual.

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SeCa is showing success in different areas:

Matching together all upper case to lower case letters

Independently matching letters to their sounds using words with initial sounds

SeCa is progressing towards blending his know letter sounds into CVC words (cat, leg, him, pot, gum)

He is also starting to show progress with being able to identify key details from a story read to him

Key details involve characters, setting, and main idea

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SeCa is showing great progress in his math skills!

He is showing great interest in counting to 100! This involves counting by 1's, 5's, and 10's

SeCa is able to count different sets of objects within 10 and match them to the correct number

He is showing that he is able to look at a sequence of numbers and find out which one is missing

The next step for SeCa is to start adding and subtracting within 10 by using his skill of counting sets

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SeCa can accurately add within 10. SeCa demonstrated through the use of number blocks and mental math.

Additional Information - 4/3/26

While SeCa can use mental math to add, he can also match models to show the addition sentence. For example, if the number sentence says 3 + 4, he will use 3 yellow blocks and 4 green blocks to show 7.

Math Goals:

Addition to 20

Subtraction within 10

Count by 10s to 100

1 to 2-step word problems

number comparisons using digits and quantities (bigger vs. smaller)

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SeCa's AAC recently was broken. We will be backing up the vocab and assessing damage to see if a replacement is warrented.

IN THE MEANTIME, IF HE DOES NOT BRING HIS AAC:

I made him a low-tech flipbook/binder of his exact page set (not every page is in there as I didn't have time to print them all). The front of the binder looks just like the image above:)

PLEASE treat this binder just like a high-tech AAC which means:

MODEL by pointing

Encourage him to bring it everywhere

If you can't understand him, redirect him to his binder

Continue to refer to it as "his talker" or "his words" or "his binder"

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New Studio Support Suggestions 10/27/25

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New Studio Support Suggestions 10/27/25

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Space to Regulate: During moments of frustration, SeCa will occasionally protest staff members modeling self-advocacy statements. In these instances, he benefits from staff members giving him space to self-regulate.

Once he is in a more regulated state, staff members can discuss why he was upset and offer coping strategies that he can use the next time he feels that way.

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Updated Studio Support Suggestions 10/27/25

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Updated Studio Support Suggestions 10/27/25

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The following strategies continue to be supportive strategies for SeCa:

Supporting Self Advocacy & Communication

Modeled Self-Advocacy: SeCa often says “no” to protest but benefits from support to express what he wants more clearly (e.g., “not like that,” “wait please,” “hold this”). Across his day—during play, feeding, and transitions—adults can model short, 2 word phrases, pause to prompt clearer language after he says “no,” and use visuals or AAC modeling to support communication. Key strategies include offering simple choices, narrating actions with targeted language, and validating his communication attempts while gently expanding them into more specific requests or advocacy statements.

Supporting Sensory Needs & Play

Sensory Activities: SeCa often seeks deep pressure and big body input through “wrestle mode” play, including tackling or acting out intense fight scenes or dinosaur battles. To support him safely, offer proactive sensory activities that provide similar input (e.g., crash pad, pushing heavy items, bear hugs, or jumping in the sensory room). When he begins to engage in wrestle play with adults, acknowledge the need (“Looks like your body wants to crash!”), then redirect to an agreed-upon sensory alternative or sensory room. Support him in using phrases like “lets wrestle,” “squeeze me,” or “lets crash” to advocate for these needs with adult support.

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SeCa is starting to show growth in his fine motor and writing skills.

He is able to manipulate play-doh and slime with fine precision as he uses these materials to create different scenes in imaginative play.

SeCa is starting to engage in crafting activities that involve painting or coloring. When doing these activities, it is best to involve areas of interest to encourage engagement.

The next step for SeCa is to get. him comfortable with gripping a writing utensil and creating drawings or tracing letters.

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Sensory diet

Full body dressing routine

Bathrooming visual

Nail care

Toothbrushing

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SeCa has oral sensitivity which can impact his eating. Providing a cup/bowl of drinking water at meal time allows him to control the texture of his food which has helped him to increase his food intake. When he soaks nuggets, he usually prefers them to sit for 15-20 minutes before consuming them. When sopita is included in lunch, the broth can be used similarly.

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Often learners with sensory processing differences do not reliably understand and/or relay internal body senses like hunger, thirst, needing to use the bathroom. Keep this in mind with SeCa and rather than asking if he is hungry, set up approachable/no pressure food opportunities, ie: water for nuggets. He has always used this strategy when it is made available to him.

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Supporting Self Advocacy & Communication 

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Supporting Self Advocacy & Communication 

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SeCa is learning to advocate and use 2+ word phrases, both verbally and with his AAC device. He often says “no” to protest but benefits from support to express what he wants more clearly (e.g., “not like that,” “wait please,” “hold this”). Across his day—during play, feeding, and transitions—adults can model short, 2 word phrases, pause to prompt clearer language after he says “no,” and use visuals or AAC modeling to support communication. Key strategies include offering simple choices, narrating actions with targeted language, and validating his communication attempts while gently expanding them into more specific requests or advocacy statements.

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SeCa often seeks deep pressure and big body input through “wrestle mode” play, including tackling or acting out intense fight scenes or dinosaur battles. This behavior appears to meet a sensory need and may also be part of imaginative, connection-seeking play. To support him safely, offer proactive sensory activities that provide similar input (e.g., crash pad, pushing heavy items, bear hugs, or jumping in the sensory room). When he begins to engage in wrestle play with adults, acknowledge the need (“Looks like your body wants to crash!”), then redirect to an agreed-upon sensory alternative or sensory room. Support him in using phrases like “lets wrestle,” “squeeze me,” or “lets crash” to advocate for these needs with adult support.

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primary mode of communication:

spoken language (single words and sentences)

augments communication with:

gestures (reaching, leaning, turning away, standing up, pushing, pulling)

vocalizations (cry, laugh, groan)

facial expressions (smile, frown/grimace, furrowed brows)

eye gaze (looking at / away from objects or people)

proxemics (moving towards or away from objects or people)

AAC- is an emerging AAC user, and is working on learning vocabulary on his device

Communication Intents

requests, protests, questions, affection, comments, engagement in shared enjoyment, self-advocacy

Bilingual Spanish/English

Spanish is spoken in the house and says/understand lots of words/phrases in Spanish

Communication Style

Most likely GLP in early stage 4 where he is learning to use grammar and generate his own flexible phrases

Considerations

Enjoys narrating play and sharing personal experiences. Benefits from support to be understood due to reduced intelligibility

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black AAC with white amp on back

TouchChat WordPower 60

Bilingual/English Toggle

Has folder in SOCIAL page for SELF-ADVOCACY phrases for quick and easy access to the phrases

Emerging literacy and operational use of AAC

emerging in using core and fringe vocabulary

emerging in using 'back button' and 'home button', swiping up to open device, keeping device close by and near

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EXPRESSIVE

Communicating using a variety of intents using self-generated sentences and phrases

initiating interactions with peers and adults

narrating play and meaningful experiences with others

emerging single word use on AAC

RECEPTIVE

following 2+ step directions during activity of interest

in his classroom environment, daily routines, and when following models on AAC

emerging in following safety directions (e.g. go, stop)

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Acknowledge his narrations, even if it may be unintelligible

Modeling core words on his AAC device (e.g., go, more, look, want) during daily routines and preferred activities, using both English and Spanish words when possible to support vocabulary growth in both languages.

Playing with sounds and syllables during fun interactions—like singing, reading, or play—by emphasizing simple word shapes (e.g., CV like no, ma or VC like up, on) and celebrating any attempt he makes to vocalize or imitate.

Encourage his sense of ownership over his AAC device- involving him in carrying it, choosing favorite words to add, or decorating the case—helping him see it as his voice and a tool he can use anytime, just like others use speech

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07/02/25

SeCa has been expressing strong interest in playing “Red Light, Green Light,” and indep. selected core words: go, stop, out on AAC when singing a song together

produced "yeS" with a /s/ at the end and was receptive to producing /s/ at the end of other words

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1. Produce all sounds in CVC words with stimulable phonemes (e.g. /s/ and /t/)

2. Independently use 5 different communicative intents (e.g. requesting, protesting, commenting, etc.) on a robust AAC device during a session across 3 consecutive sessions.

3. Use 10 different core words on a low-tech or high-tech robust AAC device in a session with aided communication across three consecutive therapy sessions.

4. Keep his AAC nearby and in a usable position by moving it from place to place or directing others to do so

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This month, SeCa worked on using more descriptive words (big, little), size comparison, colors.

He has enjoyed receiving support to follow a step-by step drawing video of dinosaurs

AAC EDITS:

phrases on games such as red light green light, chase, tag, etc. to make it more accessible to play and communciate with peers

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This month, SeCa has been initiating more independently, especially to request items such as playdoh and using his silly sounds!

SeCa has been benefiting from some structure in his sessions such as knowing when he can play playdoh in his sessions.

This month we've been focusing on carrying his device, initiating independently, combining 2+ words on his device, and adding a final sound to his CVC words.

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Supporting Final Consonant Deletetion (MARCH)

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Supporting Final Consonant Deletetion (MARCH)

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SeCa has been progressing in his intelligibility!

He benefits from having gross motor movements when working on stating each sound in a CVC word, such as for the word "put":

start down on the floor for initial /p/

move body up to stand for /u/

move back down for final /t/

all without a pause such as puuuuuut and avoiding pausing such as p....uh....t (see video for further explanation)

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1. Customizing AAC

- Add songs, movies, characters, sound effects, etc. to his page

2. Incorporate AAC when singing songs

- Karaoke style and pause song to select 'target word' to "sing-along"

3. Engaging with gross motor games

-with green light red light, using core words such as out, get out, stop, go

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Currently modeling words ending in /s/

English CVC: bus, gas, yes, mess, pass, kiss, boss, hiss,

English VC: us, is, as, this, his

Spanish CVC: mes, tos, gas, pez, luz

Spanish VC: es, más, dos, nos, mis

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SeCa greatly enjoys being a helper, playing imaginatively with a close peer or caretaker, and being a friend to all!

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SeCa is provided with many options to choose from, in his lunch box. He has a Bentgo box with lunch and in his spiderman lunchbox are snacks. SeCa self-feeds and will generally remain at the table for the duration of his meal.

SeCa also greatly benefits from gentle reminders to listen to his body throughout the day to ensure he is giving his body proper nourishment.

Note: Occasionally SeCa benefits from a cup of water to help soften his food.

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SeCa will alert an Indie adult with gestures, pushing the Bathroom Button, or with words to notify an Indie Adult that he needs to use the restroom.

Toilets independently once in the bathroom.

Benefits from extra assistance wiping with parent provided wipes, post-bowel movement.

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SeCa greatly benefits from utilizing his interest areas while learning. Current interest areas are Sprunki’s, Dinosaurs, Mazes. SeCa greatly enjoys peer engagement while playing/learning.

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1. letter identification

2. letter sounds

3. cvc blends

4. number identification

5. sequencing

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SeCa benefits from gentle reminders when transitioning.

Visual or audible cues such as modeling where we are going (i.e. walking to the door in the sensory room and opening it or pressing the “bathroom” button when going to the bathroom)

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PLAY THEME: eating

FOCUS: body parts

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SeCa has many personal interests that are great to add into his activities!

Sprunki

Funny phrases (6-7, farting, goo goo ga ga, etc.)

Play-doh or slime, things that he can mold and manipulate

Building materials and setting up structures

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Once his backpack is re-packed with lunchbox + water bottle, SeCa will carry out his AAC and typically the items he has brought from home, to greet his preferred trusted Home Adult and put on shoes.

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SeCa is very creative! He sometimes needs support get started with a new task but is motivated by preferred peers and any activity involving his favorite sprunki characters. He loves building with playdough and telling imaginative stories as he creates. He enjoys making comics too!

He sometimes shows interest in coloring but wants it to look "just so" and often will ask for an adult to help him. Digital art is helpful for reducing the pressure to make something turn out "perfect" on the first try.