Switch these routes for any learner; they are equivalent ways to show a source-linked HASS idea, not permanent learning-style categories. Record source, wording and adult assistance. For checks, leave answer cards unplaced until the child’s first response.
| Day | Visual/point route | Text/tactile/direct-adult route | Speech/sign/AAC/quiet route |
|---|---|---|---|
| 81 | Select large whole-page A/B cards and point to same landmark; adult reads source labels. | Use broad raised arch/bench/circle symbols and child-directed adult placement. | State or sign one source-bounded comparison with AAC/quiet voice; no eyesight or map drawing is demanded. |
| 82 | Point to three broad symbol-and-picture pairs. | Adult outlines/places three raised shapes while child decides matches. | Explain matching with sign/AAC/speech; a child may pass on touching objects. |
| 83 | Choose A/C large cards; point to feature versus speaker reason. | Two raised source mats marked PLACE / PERSON; adult places child-directed note. | Say/sign/AAC “Mira says...” or direct an adult scribe. |
| 84 | Point to speaker icons and large feature cards, keeping names attached. | Adult reads each note into separate raised source trays; child chooses positions. | Child communicates two attributed reasons through AAC/sign/speech or scribe. |
| 85 | Use large source and question cards with neutral reading. | Adult places broad fixed symbol cards under child direction; no answer pre-positioned. | AAC, signing or scribed exact words are equivalent response routes. |
| 86 | Point to REQUEST / DONE / UNKNOWN large cards. | Raised three-bin mat; adult reads D, child directs placement. | State source-bounded distinction through AAC/sign/voice/scribe. |
| 87 | Choose two large person/feature cards and a question marker. | Use broad A/C/D source cards with tactile category marks. | Child uses AAC/sign/voice to ask “Would this help X without blocking Y?” |
| 88 | Point to printed question and prospective-source pairs. | Adult reads/places broad candidate cards as child directs. | AAC/sign/scribe permits “would ask” without requiring an interview. |
| 89 | Use A/C/D whole pages and source-letter labels. | Broad raised source boxes support child-directed order; no cutting. | AAC/sign/voice/scribe for narrative; real sharing is optional and privately recorded. |
| 90 | Large A4 source and question cards; point to printed evidence. | Adult handles broad raised source pieces only as child directs. | AAC/sign/scribe/voice routes may split the check; note timing/support honestly. |