Turning learning tasks into a game

Starting with something easier first to build momentum and confidence

LiVa can count independently up to 10 and is progressing to 20, he is familiar with the names of the teen numbers but mixes them up when rote counting

Utilizes his right hand when writing and cutting

When writing he is progressing towards utilizing a tripod grip

Can cut along a dotted line and utilizes his left hand for stabilizing the paper

LiVa is independent with his toileting routine. He will typically ask for the bathroom when needed. He does sometimes benefit from a reminder to go to the bathroom. If you ask him if he needs to go to the bathroom and he says no, honoring his no and autonomy is very important.

LiVa enjoys competition/ racing or “winning” helps him feel in control and connected.

He enjoys being first, the fastest, or the best, this meets a need for autonomy and success.

When dysregulated, he may show clenched fists, jaw clenching, kicking, or throwing as signs of overwhelm.

He may use phrases like “shut up” or “stupid” when frustrated, this is his way of expressing distress or a need for space.

Too many choices or adult-led suggestions can increase pressure; he responds better to limited options and a strong sense of control.

He is not yet labeling his emotions, would benefit from gently narrating what he might be feeling (ex: “That looked frustrating”) to help build awareness.

A busy or loud environment can elevate his stress; calm, organized spaces support his regulation.

Consistent access to sensory items, including movement breaks, deep pressure, or access to tactile objects, may help prevent escalation.

During early signs of dysregulation, playful co-regulation like a race or pretend play is more effective than direct redirection.

When LiVa demonstrates signs of dysregulation, he benefits from opportunities for physical space, limited auditory input (a quiet space and limiting words spoken to/around him), and ample time to regulate (roughly 10 minutes in the past).

The vibration plate and the infinity swing have been tools that have helped with self-regulation

Once regulated, it may be helpful to position a low pressure activity nearby so that LiVa can join in or watch from afar once ready.

Sensory diet

Bathing routine

Bathrooming routine

Toothbrushing

Mealtime routine

Leisure exploration

Putting on socks

Prewriting strokes with comfortable grasp

Drinking from a cup

Cutting and spearing with fork a knife

primary mode of communication:

• spoken language

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)

Bilingual Spanish/English

• some Spanish is spoken in the house and says some Spanish words such as "sopa"

Communication Style

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

Considerations

• has Childhood Apraxia of Speech: a motor planning difference that makes it hard to coordinate speech movements

Spontaneously produces single words, 2-word combinations, and phrase elaborations

• Single Words

  Noun

  Verb

  Adjective

  Quantifier

  Wh-Question

• Two-Word Combinations

  Quantifier + Noun 

  Adjective+Noun

  Pronoun + Verb

  Interrogative Modification

• Constructions  

  Subject-Location Elaboration

  WH-Question Elaboration

  Conjunction Modification

  Verb Elaboration

LiVa indep stated “I’m tired” while working on the motor planning production for the word “binoculars", when SLP offered transitions, and when SLP offered an idea of play he did not want to participate

self-generate sentences with third person pronouns (he, him, his, she, her, hers)

self-generate sentences with auxiliary verbs (is, am, are)

produce 25 two-word combinations [noun-noun, attribute-noun, noun-location] to refer to referents around him

produce utterances using ‘Verb and Verbal Elaborations’

benefits from adults highlighting targeted grammatical structures when modeling grammar (e.g. using a louder volume when producing ‘HE’ in a sentence). 

benefits from being given extra time to produce language. Stage 4+ utterances require more cognitive effort to assemble and express. He benefits from need additional time to mentally organize his thoughts before speaking, especially after being given a model

Avoid direct correction of his grammar. Instead, repeat back his utterance using the desired grammar once he has finished speaking to him the model without the demand to repeat it.