Educator: read the target, offer A, B or C, and let the child change at any moment without giving a reason. A is opt-in small comfortable movement only after educator approval, local safety/access planning and appropriate warm-up. B is large tabletop tokens. C is drawing/pointing/AAC/child-directed adult placement. Each route yields the same count/space idea and reason; no camera, child voice recording, contact or public solo is required. Accept a pass or observe-and-return. An adult scribe records the child's choice without solving it. The paper route does not show physical movement skill.
| Day | A · optional movement | B · large tabletop cards | C · draw, point or direct an adult |
|---|---|---|---|
| 1 | Show a comfortable right or left intention for three counts; indicate which side your paper visitor might notice. | Place H–R–H or H–L–H and point to count 2; give your sign purpose. | Circle R or L at 2 on a three-box score; tell/indicate what it could show. |
| 2 | If chosen, make a tiny return or held intention on 3; name which lasts. | Compare H–R–H and H–R–R with large cards; select one for a picture. | Draw a HOLD mark under count 3 or return H; point to the different card. |
| 3 | Orient comfortably near or far as approved; indicate which imagined drawing is the aim. | Build H–N–H beside H–F–H; choose a focus at count 2. | Point to N/F on the mat and direct the adult's broad marker; explain your purpose. |
| 4 | If suitable, choose a comfortable gradual or early arrival without speed demand; name the timing. | Slide a marker along a count-2 arrow or place it at an early dot; keep H–R–H. | Draw a line or dot on the time strip; show which count changed timing. |
| 5 | Optional approved tiny gesture to show your new G choice; give its three-card plan. | Change one G card with big tokens; point to its count for the far-window aim. | Point, draw or tell an adult exactly one G position to change; share your reason. |
| 6 | Repeat a tiny approved three-count intention twice; show six counts. | Place two matching H–R–H rows; identify counts 2 and 5. | Draw two matching arrows or direct adult placement; say/show “again”. |
| 7 | Optional small right-then-left intention; name the second change. | Compare repeat with H–R–H / H–L–H; point to count 5. | Circle count 5's L on a six-box strip; choose one or two-side purpose. |
| 8 | If approved, orient toward a paper star without touching anyone; show approach or pointing. | Move a marker closer to star R or keep H with an arrow card; explain the relation. | Draw H, star R and either approach line or facing arrow; direct the adult if needed. |
| 9 | If chosen, share one original gesture with a willing educator, or plan later sharing; name your idea. | Show one original paper score to a willing adult or puppet; name intended picture. | Point/draw/AAC the score for a chosen listener or decide to share later; ask who made a real work. |
| 10 | Optional approved gesture for your new H six-count idea; point to the changed count. | Build H's two rows, change one row-two card and show a chosen audience. | Draw, point or direct an adult to change one H card; say/show which two panels might be noticed. |