• 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)

• 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

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

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.

• Toilets independently once in the bathroom.

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

1. letter identification

2. letter sounds

3. cvc blends

4. number identification

5. sequencing

• 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)

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.

• 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. 

FOCUS: body parts

• 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.

• 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.

• 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

• 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.

• 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

• 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

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)

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.

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)

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.

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

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

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

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

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

• 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"

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.