# Three switchable routes to the same daily scene-devising target

Offer the child a choice without asking for a diagnosis or explanation. Broad fixed cards, raised frames, plain spoken labels, AAC and neutral scribing provide access. An adult may enact a child-directed scene, but that is **adult enactment directed by a child**, not evidence that the child performed or interacted socially. Paper plans demonstrate scene reasoning; optional child enactment may add separately observed role/voice/movement evidence. No camera, touch, loud voice, personal disclosure or public solo.

| Day | Optional child enactment route | Quiet paper/tactile route | AAC, drawing or child-directed adult route |
| --- | --- | --- | --- |
| 1 | Choose an invented place and optionally take one comfortable still role moment; explain place choice. | Fix VISITOR card, choose GALLERY or GARDEN large setting card. | AAC place label or direct adult placement; state imagined purpose. |
| 2 | Optionally show visitor LOOK or guide OFFER with a simple safe gesture; name role/action. | Place VISITOR/LOOK or GUIDE/OFFER pair in same raised GALLERY frame. | Draw or direct adult to label one role/action pair and purpose. |
| 3 | Optionally enact LOOK then WAIT/SHOW with no enforced pause or partner. | Place LOOK at 1 and chosen second action at 2 on broad cells. | AAC “first/then” or direct adult two-beat score, giving reason. |
| 4 | Optionally direct body/puppet orientation to chosen paper shape if locally suitable. | Move thick arrow between CIRCLE and SQUARE in fixed room frame. | Point, draw or AAC the focus object; note intended rather than actual gaze. |
| 5 | After independent G card decision, optionally enact/find-offer moment with approved conditions. | Read G in two raised cells and change one second-action card independently. | AAC/draw/direct neutral adult to record G first response and reason. |
| 6 | Optionally enact one safe first turn as A or B without contact, if a willing partner agrees. | Place A/B and OFFER/LOOK cards in two ordered frames. | Draw arrows/AAC first figure or direct adult cards; record plan, not peer interaction. |
| 7 | Optionally show FIND then WAIT/SHOW in a brief self-directed non-contact scene. | Fix FIND at beat 1 and choose second action on raised strip. | Direct adult/draw/AAC second beat and possible effect. |
| 8 | Optionally enact a child-devised three-beat scene after local access/safety planning. | Build place, role and three large action cards in numbered cells. | AAC/draw/direct adult to make the same coherent scene and reason. |
| 9 | Optionally share a mini-scene with a willing person; note actual enactment and recipient. | Present a scene card to willing adult as a **plan**, not a performed scene. | AAC/adult-directed narration to willing person; puppet rehearsal/pass also accepted. |
| 10 | After independent H role change, optionally enact one safe moment for a willing person. | Read two raised frames and replace one second-frame role card. | AAC/draw/direct adult to record changed H role, held action/place and reason. |

No route is assigned by assumed neurotype. A child's choice not to enact is not failure on these early planning targets. For wider drama achievement, teachers must later arrange suitable enactment and authentic-work experiences with consent and access supports.