All routes preserve the planned contour target; none automatically provides the same acoustic or motor evidence. Offer high-contrast fixed LOW/HIGH cards, two raised pitch rails and a wide numbered guide, AAC, drawing, neutral reading/scribing and pass without diagnosis labels. Optional sounds need local human listening/volume approval and child consent. No compulsory voice, physical movement, fine motor demand, speaker near an ear, public solo or family disclosure. Child-directed adult playback is not child pitch production.
| Day | Optional reviewed listening / sound route | Broad-card / tactile score route | Drawing, AAC or directed-adult route |
|---|---|---|---|
| 61 | If chosen after review, hear candidate A and note only an actually perceived relation. | Fix LOW LOW HIGH HIGH on two raised rails; place SAME, UP, SAME join cards. | Draw four large dots or dictate the four labels and one rising join. |
| 62 | If approved, compare candidate B's successive tones without requiring singing. | Build LOW HIGH LOW HIGH with wide pitch cards and three tactile direction arrows. | AAC or direct scribe to mark three joins UP, DOWN, UP. |
| 63 | Optional locally available, reviewed contour sound records only what was actually heard. | Set HIGH HIGH LOW LOW on rails and compare B score beside it. | Draw or dictate SAME, DOWN, SAME and give a chosen paper purpose. |
| 64 | If comfortable, hear candidate D and direct a different arch plan; no voice copy. | Place LOW HIGH HIGH LOW; trace UP, SAME, DOWN with broad arrow cards. | Point, AAC or direct adult to make an arch/inverted arch of the child's choice. |
| 65 | Optional approved sound may follow independent S, supplying separate observed hearing. | Use new HIGH LOW LOW HIGH on fixed raised rails; choose three direction cards. | Draw, point, AAC or neutrally dictate first complete S direction sequence. |
| 66 | Optional reviewed tones may inform a real hearing note; no equal-loudness assumption. | Keep four pitch labels fixed; place a separate comfort/quiet-choice card off the rails. | AAC or dictate “HIGH is pitch; volume is separate,” or pass on sound. |
| 67 | If approved, hear before/after cues only if actually available and comfortable. | Keep B on first fixed rail; change only second-row place 3 with a broad HIGH cover. | Draw or dictate both versions, changed cell and changed direction joins. |
| 68 | Child may direct an approved source for their original score; observe sound separately. | Build four original LOW/HIGH cards and three raised direction cards. | Draw, AAC or direct adult to transcribe child-authored contour and intention. |
| 69 | If approved and chosen, share actual original sound with a willing recipient. | Share an original score privately with a willing person, or rehearse/pass. | Use AAC or neutral adult to present score only by child choice; record actual receipt. |
| 70 | Optional sound follows first independent T response and is separately logged. | Preserve fresh first contour HIGH LOW HIGH HIGH; change only final mark on a second strip. | Point, draw, AAC or dictate full revised T and final-join direction. |
Paper arrows can fully support a child-authored musical plan. They cannot show that a child discriminated two frequencies, controlled voice/instrument pitch, kept time, changed loudness or reached an audience.