I had that issue too, Brittany. I went up a level on Word Power with more words and phrases and it ended up that it was over stimulating to the student. The student was clearly exploring but was pressing certain words over and over without showing any real intention (he was not going up to people when wanting to communicate, which was a skill he already had). We ended up taking some observational data to show how successful and intentional he was with the more basic level versus the level with much more words and phrases. Then, once he moved up to the higher level, we programmed so the touch release time was longer (meaning he had to hold down the word for a bit longer for it to say the word, rather than being immediate). This seemed to help with the issue of being overstimulated by all the words and also made it more functional for him.

....and totally review "core vocabulary". There is a fab presentation (Language Stealers) by augmented users on you tube. While you're there watch Aided language Stimulation

I generally start with the greatest number the communicator can physically manage (point to accurately) and initially blank out what is not being used. Then I add a button or two as the communicator progresses. I would start with 4 only if the communicator has such significant movement issues that fewer were not feasible even with a key guard. Once you start someone, the fewer changes the better.

The communicator uses motor memory to achieve automaticity to spare cognitive load. That frees up cognition for language processing. Try switching to unfamiliar keyboard to see how much that slows you down...or remember how much effort you put into steering, breaking, accelerating, shifting when you were first driving. Think about having a conversation during those early driving experiences. Now that you can do all of those things with automaticity, you can talk endlessly while driving.

I would completely redo and start her fresh....