Offer all three without assigning a diagnosis. These routes preserve the score-planning target; they do not provide identical acoustic, social or motor evidence. Use large high-contrast fixed cards, raised cell boundaries and a wide divider, AAC or a neutral adult reader/scribe. No compulsory sound, speech, standing, paired turn, small object manipulation, public solo or family disclosure. Optional audio needs educator listening/level approval and the child's consent. Adult-produced sound is not child-produced sound.
| Day | Optional reviewed sound / real turn route | Fixed broad-card / tactile planning route | Drawing, AAC or directed-adult planning route |
|---|---|---|---|
| 41 | If comfortable, hear or direct safe two-phrase echo; log only what was actually heard or made. | Place T on two raised four-cell strips; trace circle then triangle roles and exact echo. | Draw or dictate T twice, point to matching local cells and give a fictional reason. |
| 42 | After a paper choice, optionally compare the sounds of T and changed T′ if actually presented. | Keep first T; replace only second phrase local X3 with broad REST. | AAC “first same / answer count 3 quiet,” or direct neutral scribe to mark full T then T′. |
| 43 | Two willing people may optionally take gentle turns with approved sounds; no social turn is required. | Move circle/triangle role tokens over two fixed phrases and trace thick hand-off arrow. | Point or dictate “circle first, triangle next”; retain all eight score places. |
| 44 | If sources were reviewed, compare audible T then T′ and T then U without forcing an emotion label. | Choose between broad T′ and U reply strips after fixed T; identify their different rest places. | Draw two options or use AAC to choose a reply and express a musical intention. |
| 45 | After independent O paper plan, optional sound can add separate observed evidence only. | Use two unfamiliar J raised strips; change only second local count 2 under public brief. | Point, draw, AAC or neutrally dictate first complete O plan and one changed cell. |
| 46 | After approval, candidate O or a safe local source may make a real audible comparison; child may stop. | Assign circle/triangle labels to fixed T then T′; count unchanged three planned events. | Draw or dictate two source labels and specify that the score is a plan. |
| 47 | Optional reviewed sounds may be compared; do not label pitch differences as instrument timbre. | Swap only broad circle/triangle labels above a fixed T then T′ strip. | AAC or dictate which labels changed and which eight rhythmic cells did not. |
| 48 | Child may direct approved safe sounds for an authored pair; log actual maker and sound event. | Build original two four-cell phrases with broad X/REST pieces and role cards. | Draw, AAC or direct an adult to write the child-authored pair and intention. |
| 49 | Original sound may be shared only if approved, chosen and actually received by a willing person. | Offer original score to a willing person; if declined, use rehearsal/pass without false sharing mark. | Use AAC or neutral adult to present an authored score if child chooses; name real source only if permitted. |
| 50 | Optional actual sound comes only after first independent P score and is separately observed. | Keep unfamiliar first V; change second local X1 to REST and label triangle source. | Point, draw, AAC or dictate full first P response with changed role/source. |
A correct quiet route can still show musical planning. Neither a card score nor a teacher-operated playback proves a child's hearing, timing, acoustic production, timbre identification or actual-audience interaction.