# Twenty optional interest and home bridges

Keep the same V/S thinking target; the context is an invitation, never a disclosure request. Families need no speaker, printer, app, purchase, instrument or fluent English. The educator can supply every card. Do not request a child to make noise in a shared place. Local context and a child's chosen interests take priority over these examples.

| Day | Interest bridge at school | Optional low-demand home bridge |
| --- | --- | --- |
| 81 | A child who likes maps picks a V or S mark for one imagined map reveal. | On scrap paper or with fingers, show one versus two dots for a pretend cue; talk is optional. |
| 82 | A child who likes rockets places a four-event gentle lift without rocket sound. | Lay two one-dot and two two-dot coins/cards in order; no sound. |
| 83 | A child who likes gardening designs a soft-to-very-soft seed scene. | Trace `S S V V` with four finger taps on the table **without making sound** if preferred. |
| 84 | A child who likes costumes compares two score shapes for a drawn cape opening. | Choose between two adult-read V/S rows; no right feeling to report. |
| 85 | Child chooses visual, tactile or AAC W assessment; no interest theme is added during check. | After the check only: invent a different four-card pattern and ask where it changes. |
| 86 | A child who likes science logs “planned” versus “actually tried” as separate boxes. | Keep a silent plan; no family trial or volume test is requested. |
| 87 | A child who likes sports notices how changing one card shifts an imagined slow-motion finish. | Move a single one/two-dot card on two hand-drawn rows; explain with a point. |
| 88 | A child who likes buses authors a four-stop soft path, or opts for an abstract score. | Share a card pattern only if the child wants; nobody needs to perform it. |
| 89 | A child who likes art may hand the paper score to one willing recipient or keep it. | Families may say “I received your plan” if actually offered; no reply obligation. |
| 90 | Keep X's blank brief neutral so the child's placement is their own. | After the check, make a **different** one-S row together if wanted. |