Offer all three routes each day without assigning one by diagnosis, language, or assumed ability. They preserve the musical planning target while differing in output and sensory demand. AAC, broad high-contrast cards, a tactile straightedge, an adult reader/scribe and a child-directed adult are available. Do not force hand-over-hand motion. Sound routes require local approval, comfortable volume and the child's consent. A paper route cannot show hearing, timed pulse control or sound production, and an adult-played score does not prove the child played it. Record which event actually occurred.
| Day | Optional locally approved sound or timed route | Broad-card/tactile planning route | Drawing, AAC or directed-adult planning route |
|---|---|---|---|
| 11 | Direct or make four gently timed equal-interval events, then identify four beat places. | Place four raised X cards on four equal numbered cells and trace a steady intended order. | Draw four equal boxes or direct an adult to mark X in 1–4; state a fictional purpose. |
| 12 | If wanted, demonstrate four soft beats with an observed first-beat emphasis, then name the single accent. | Keep four X cards and put one broad raised star at 1. | Use AAC “first stands out” or draw one outlined star above count 1, keeping four X. |
| 13 | Compare two approved four-beat examples at distinct comfortable tempi, identifying four beats in each. | Keep four X in each row and choose long versus short raised gap strips for slow/quick plans. | Point to SLOW/QUICK labels or direct an adult's pointer at two different regular paces; state that both rows keep four. |
| 14 | If sound is chosen, direct a quiet start versus finish emphasis and describe what was actually heard. | Move one raised star from 1 to 4 while all X stay. | Draw both four-X rows with one star each, or use AAC “start/finish”; name unchanged pulse. |
| 15 | After independently marking I, optionally realise the chosen accent for an observing adult. | Read I with broad X/star markers and relocate only the star under the new brief. | Point, AAC, draw or direct a neutral scribe to record the first I plan and reason. |
| 16 | If chosen, one adult or child may produce a four-beat pulse and one third-place answer while timing is observed. | Build aligned PULSE X X X X / ANSWER – – X – with large tactile cards. | Draw two four-cell rows or direct an adult to fill count 3 below; identify four-versus-one events. |
| 17 | Compare an optional answer at count 3 versus 4 against a constant quiet four-beat pulse. | Slide one raised answer X from column 3 to 4, keeping the upper four X. | Use AAC “later by one place” or draw two aligned rows and explain one-answer count. |
| 18 | Child may direct a safe sound source to realise their authored answer timing; note who actually sounded. | Put one answer X in any chosen column below four tactile pulse X; fill other answer places with rests. | Draw or dictate an original two-row score; name the chosen answer count and musical intention. |
| 19 | Share an original quiet score sound with a willing person only if child chooses; note actual medium. | Show the original two-role paper score to a willing person and point to the chosen answer. | Use AAC or a neutral adult presenter to show the child's score to a willing person; puppet rehearsal or pass remains valid. |
| 20 | After independent J response, optional observed sounding of the two-role plan can add separate evidence. | Use eight broad aligned cells to place pulse and one answer under J's constraint. | Mark J by drawing, AAC, pointing or directing a neutral scribe; give the answer count and reason. |
All routes permit a child to stop, pause, pass or change their mind. Only actual educator-observed listening, sound-making, coordination or actual willing-audience sharing can support those specific claims; a route name alone cannot.