Accept broad fixed cards, raised keys, AAC, drawing, pointing, a neutral reader/scribe or pass. During U/V save the first complete response before modelling or correcting. The child need not explain a route choice or withdrawal.
| Day | Say or show |
|---|---|
| 71 | “What does the circle stand for? What does the striped square stand for?” |
| 72 | “Which source key stays the same at all four places?” |
| 73 | “Where does your plan first change from one source to the other?” |
| 74 | “Which source? Which action? What, if anything, did we actually notice?” |
| 75 | “Read this new key. Mark every gap where the source changes.” |
| 76 | “Is that a plan, or something that happened in this safe trial?” |
| 77 | “Keep the first version. Which one source card changed in the second?” |
| 78 | “What source palette did you make, and what was your musical reason?” |
| 79 | “Who made the authorised real work? Would you like a willing person to receive yours?” |
| 80 | “Keep A for the first three places. Put one B at the end. Where is the change?” |
Record precisely: “Child placed B at event 3” is a source-plan observation. “Child heard the added harmonic,” “identified the source by ear,” “made a comfortable sound,” “the recipient heard the switch,” and “a real work matters to a community” each need separate real observation or maker/context source. Avoid automatic “bright,” “warm,” “happy” or other supposedly universal timbre judgments.