All routes support the stated creative choice/plan/response; actual physical evidence differs. Offer choices to everyone, never by diagnosis or fixed learning style. AAC means augmentative and alternative communication; use the child's established communication system, use a neutral reader/scribe or accurate locally supported language route when useful. Optional broad raised marks never require touch. A pass/rest/another short sitting is available. No exact form/body part/range/speed/force/stillness/contact/voice/audience/materials requirement.
| Day | Child movement if wanted/local review allows | Director-supported adult or object route | Drawing, words, broad marks or AAC plan/response |
|---|---|---|---|
| 41 | Choose one comfortable action, try FLOW then PLACE once with local review; invent/keep/change/stop, no required body part or form. | Direct a willing adult to actually enact one action with each quality; if not enacted, mark plan only. An available object model is separate. | Draw/read/point two broad quality reminders, optional raised outline/AAC; choose action/purpose without movement. |
| 42 | Try the same action idea in two qualities; physical form/range need not match exactly, rest anytime. | Give the adult the same action idea and a changed quality; observe only what adult actually does, not child skill. | Use fixed FLOW/PLACE words and an action key to compare quality change; neutral scribe saves only directed choices. |
| 43 | Choose one quality change inside an own short phrase and try once if wanted; no equal-count requirement. | Direct one actual adult quality change, or enact an object model; label which route occurred. | Arrange/draw a before/after quality row; locate the chosen moment with pointing/AAC/read-back. |
| 44 | Choose an own opening and make one small phrase, for own purpose/dance alone, with reviewed comfortable route. | Direct a willing adult opening or an available object model, then keep/change/stop; no actual audience required. | Read two broad opening options or invent another; draw/dictate an own choice/purpose, not an expected feeling. |
| 45 | After first O plan, optional reviewed child movement can add separate observed evidence; no speed/physical requirement. | Child independently directs the O row to neutral adult; any later adult actual enactment is labelled separately. | Read held O neutrally with fixed/raised/word marks, AAC/drawing/scribe; save first choice before hints. |
| 46 | Make an own ending gently/comfortably; FINISH ends the piece, not a rigid posture test. | Direct a willing adult ending or object model, then stop; actual adult/object motion is not child performance. | Draw/point/read a chosen ending with finish outside the moments; describe own purpose using established communication. |
| 47 | Try an own action, encounter actual supplied score/read version, then make an own tiny phrase if wanted; two events recorded separately. | Encounter actual graphic source accurately, express own response, then direct actual adult enactment or choose no enactment. | Access actual source via exact text/broad raised diagram/AAC; save own observation/rejection, not merely repeat author purpose. |
| 48 | Share own actual tiny dance with one willing recipient only if both agree, or keep private; no contact/recording. | Direct a willing adult actual dance share, share an object model as such, or rehearse privately; performer and audience distinct. | Show own score to a willing person if chosen, use AAC/neutral reader, or keep a private plan; paper share not child performance. |
| 49 | Revisit available work once, keep/change/invent/stop based on own actual observation; new work if no before exists. | Direct one actual adult/object revision from an available before, or no enactment; do not invent feedback. | Compare available marks, choose keep/change/new through drawing/AAC/scribe; missing before stays missing. |
| 50 | After first P plan, optional reviewed child movement of chosen phrase adds separate performance evidence; unfinished may use another sitting. | Give first P choices to neutral adult; actual later enactment only if wanted, never inferred from silent direction. | Access held P through words/fixed/raised marks/pointing/AAC/scribe; save own order/purpose and honest actual status. |
Privately record actual date/observer/action key/own choice/route/help. Adult enacted requires actual adult movement; silent direction is a plan. Object model/drawing alone does not establish child physical skill. Actual accessible source encounter, own response, willing audience and viewer response/NONE have separate fields. Do not infer feeling, comfort, body ability or community meaning from the route.