# Choose what helps this child, this turn

Ask the child and use their established supports. These options change the
entry, environment or making help while keeping the chosen idea available.
They do not assign a permanent learning style or assume a diagnosis tells
us which route will work. Neurodivergent and neurotypical children can use
any route, change it or decline it. No-material routes need no additional
play materials; keep the child's usual communication supports available.
For a nonverbal no-print choice, offer one named idea at a time, wait for
the established yes/no or selection signal, then confirm. An unclear or
absent reply is not agreement. Pause or offer another entry.

| Useful adjustment | A concrete way to use it |
| --- | --- |
| Less language at once | On start 03, name two pretend places, wait for one clear choice, then offer one route action. Read the rest later. |
| A predictable entry | On start 10, offer the same keep/change/different/finish choices each turn. Confirm an unclear choice without removing finish. |
| A quieter setting | Use a still imaginary music room in start 05. No sound has to be played, and the story can stay private. |
| Less marking or physical handling | On start 04, let the child choose the message and direct an adult's broad mark. Record the adult's drawing help separately. |
| A no-vision route | On start 06, name the imagined objects and agreed group purposes one at a time. The child directs each placement orally, by sign or established AAC; no colour or shape discrimination needed. |
| Established communication | On start 08, use the child's familiar communication for one useful guide instruction. No unfamiliar symbol or spoken sentence is required. |
| A shorter turn | On start 01, choose just one resting patch, play one arrival if wanted, then stop. The card does not need completing later. |
| More complexity | On start 07, give two invented visitors different preferences and keep two versions. The child chooses what each one means; no compulsory explanation. |
| Movement is useful | A child can choose a comfortable gesture for a visitor while remaining in their usual safe space. No standing, range, speed, locomotion or imitation target is introduced. |
| No screen today | Use all ten complete paper/oral cards. The helper's scene can be described by an adult or replaced with the child's own idea. |
| Familiar language | A competent familiar adult can deliver start 02's invitation in the child's home language, preserving choice, rest and stop. No fluent translation is claimed by these English source files. |

The print aids are broad open spaces, with text/layout equivalents.
The digital helper uses named buttons, visible selected states and immediate
scene descriptions; paper and no-script routes remain meaningful.
These are design provisions. Actual individual access, assistive-technology
use and child engagement still need review with the people using the pack.