Offer A, B or C to anyone at any time; these are routes, not permanent learning-style or ability labels. Read complete sources aloud. A child may use speech, sign, AAC, pointing, a private read, an adult scribe or broad secured tactile fields and may decline touch, sound, acting or disclosure. The school supplies real sign meaning and actual movement safety; these cards cannot.
Day 31 · Practice tag versus verified sign
- A: Explain: Say Source A's exact tag words and why a school must separately verify a real sign.
- B: Point: Put MODEL beside the broad invented tag, leaving REAL SIGN blank until an adult checks one.
- C: Private read: Tell an educator what the square border cannot prove about a real school sign.
Day 32 · One local sign and action
- A: Tell: If a verified real sign is available, describe its exact word/picture and the locally taught action.
- B: Match: Point between the school-filled broad sign record and its verified action; the adult reads both neutrally.
- C: Private response: Ask for an adult description and explain one detail; if no verified sign exists, label that evidence unavailable.
Day 33 · Compare two real sign sources
- A: Compare: State one verified detail and action for each locally supplied sign, or say which is unavailable.
- B: Place: Put SIGN 1 and SIGN 2 by their school-filled purpose cards; do not infer meaning from colour alone.
- C: Private source check: Hear exact descriptions and identify how their placements or instructions differ; mark uncertainty honestly.
Day 34 · Ask for clarification
- A: Rehearse: Give Source C's specific question to a school-approved adult role through a puppet or words.
- B: Order: Arrange PAUSE, ASK APPROVED ADULT, CHECK LOCAL RULE as broad secured labels.
- C: Private source read: Quote Tali's question and identify why a guessed sign meaning would be unreliable.
Day 35 · Fresh Case J
- A: Speak or sign: After a neutral first read, answer all three teacher-held questions in your words.
- B: Point or AAC: Select broad new-case labels for the same three answers while the adult records exact choices.
- C: Private read: Hear Case J privately and quote its exact line for the same questions without roleplay.
Day 36 · An action/rest unit
- A: Tell: Choose two suitable quiet actions or one action and still rest, and explain A–B order on paper.
- B: Arrange: Place broad A and B labels in a paper strip twice; direct an adult to read the unit.
- C: Private plan: Hear Source D, choose a possible stop cue and name the local check before actual movement.
Day 37 · Comfortable repeat or pause
- A: Plan or opt in: Continue a chosen A–B paper unit; try actual safe movement only if individually approved and chosen.
- B: Point: Show the unit boundary twice on a broad strip and mark a comfortable stop; a pointed strip is planning.
- C: Private source read: Explain why a printed third repeat does not prove a child physically completed it.
Day 38 · Stop at a chosen cue
- A: Choose: Name or use an individually accessible cue to pause a paper unit or optional approved actual turn.
- B: Place: Put a broad STOP label between two paper actions and direct an adult to pause.
- C: Private explain: Tell why a real person's stop request is respected even if the printed pattern is unfinished.
Day 39 · Fair invitation and response
- A: Reword: Change Source E's same-speed clap rule into an invitation that allows different safe action/rest choices.
- B: Order: Put INVITE, ANSWER YES/NO, CHOSEN TURN, STOP on broad cards, accepting a no without reason.
- C: Private source read: Quote the proposal that leaves room for choice, and say what actual play would need observation.
Day 40 · Fresh Case K
- A: Speak or sign: After first neutral read, answer all three new teacher-held questions without a content hint.
- B: Point or AAC: Answer the same three questions with broad new-case labels; an adult records the first choice.
- C: Private read: Quote the Case K line that supports the same answers and distinguish paper from real movement.