Choose routes with the learner, not by assigning a fixed visual/auditory/kinaesthetic identity. The target is the same score comparison/composition in all three columns. A neutral adult may read or move cards only as directed; do not infer hearing or emotion from the chosen route. The no-sound score route is complete for planning.
| Day | High-contrast print/visual route | Fixed tactile/low-movement route | AAC/spoken/directing route |
|---|---|---|---|
| 111 | Match L/H to low/high line and V/S to one/two dots, then choose one pair. | Feel two separately labelled lane cards and set pitch and level in one fixed event. | Direct an adult to place one pitch and one level mark; name which lane changed. |
| 112 | Read three numbered pitch/level columns and fill one mark in each lane per event. | Set six broad raised cards in three fixed two-lane columns. | Dictate three event pairs via AAC/words; adult records exact first cue. |
| 113 | Overlay Design A/B rows and box the pitch difference at 1 and level difference at 2. | Compare corresponding raised pitch and dot cards one column/lane at a time. | Hear/read each printed mark neutrally, then direct old/new lane/place explanation. |
| 114 | Put maker intention, hypothetical question and actual listener report in separate boxes. | Place one token only in intention/question boxes; listener box stays empty without a real reply. | State own intended idea and optional question by AAC/speech; no emotional disclosure required. |
| 115 | Independently scan fresh Design 1 two-lane pairs and mark both changed cells. | Independently compare six raised corresponding cells and place two markers. | Neutral adult reads scores; child directs two changed lane/place/old-new responses. |
| 116 | Show paper score to a willing reader or mark PRIVATE; record actual words only after receipt. | Offer/retain a fixed tactile score under child control; a reader touches only with consent. | Ask a non-leading question by AAC/sign/speech, or pass; adult records only real response. |
| 117 | Circle score-supported element statements, cross out unsupported universal feeling claim. | Use separate raised PITCH, LEVEL and SOMEONE SAID evidence cards. | Give exact planned comparison through AAC or neutral scribe; choose own intention if desired. |
| 118 | Fill two blank three-event score grids and mark at least two deliberate differences. | Build first raised strip, then a second distinct strip with child-chosen marks. | Dictate both six-mark cues and two explanations; adult preserves exact first versions. |
| 119 | Choose private, paper showing or approved sound; point to cleared real-work source if offered. | Offer or retain a tactile score; real recipient acts only if willing and child chooses. | Explain one or both designs to a willing recipient, or pass without reason. |
| 120 | Independently change one pitch and one level cell in the duplicate Design 2 row. | Replace one pitch card and one level dot card in second fixed strip; leave four others. | Direct two cell swaps and own musical idea by AAC/words; adult supplies no answer. |