Flexible start: 25 minutes. Shorten, split, pause or revisit; no compulsory extra period.
Today's focus: Inspect a genuine available message and choose a revision, keep or new work.
Short child invitation: 'Keep it, change one bit, or make a new one?'
Prepare: Use actual own work and a second broad area if available. Keep an earlier trace only with the child's permission. Missing before evidence is not reconstructed from memory as fact.
Make it fit today
Use broad existing paper/board and familiar locally suitable tools. An agreeing helper can make on the child's accepted creative directions. Check stable reachable work area, material/tool suitability and ordinary local arrangements first. No cutting, binding, small loose pieces, body task, device, purchase or printing is required. Never move the child's body or communication equipment to complete a work.
Read one prompt at a time; allow established speech, sign, pointing, AAC (augmentative and alternative communication), exact description, wanted scribing, pauses and another sitting. These are choices for anyone, not diagnoses or fixed learning styles. Stop, rest, help, private keeping, changing the job and pass remain available. No name, health, address, family history or identity disclosure is needed.
Child creative decisions, child tool operation, helper operation and adult-added details are separate. Adult fabrication on actual accepted child direction can produce an actual child-authored work; it does not demonstrate child tool handling. Offered words/shapes chosen by the child are supported selections, not silent independent invention. An unmade specification stays a plan. Description access is not independent visual viewing. An imagined action, drawn user or planned message is not an actual event.
Run the session
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Inspect the current work · 3 min. Describe exact actual features and receive current purpose if offered. The meaning can change. If no work remains, make a new part and label it new.
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Choose one feature or no change · 4 min. The child selects a part, space, ordering cue, optional wording or keeping. A useful-in-play message is not automatically defective because an adult prefers another design.
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Try only the chosen edit · 6 min. Draw/move/direct a genuinely made change on an actual broad area, or keep the first and make an alternative. Identify child operation versus helper fabrication. Planned edits remain plans.
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Compare what actually exists · 6 min. If both traces survive, describe their literal differences. Ask 'Which fits what you want now?' One, both, neither and unfinished are valid. If only current work exists, inspect current work without saying it improved.
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Make the keeping decision · 4 min. Receive an own preference/reason if offered. Any actual recipient response is attributed separately and need not be accepted. Keep private, erase with agreement or come back.
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Close without a gain story · 2 min. Record exact change/unchanged feature, operator, support and trace status. Revision, bigger marks and more frames alone do not prove better communication or learning gains.
Three individually adaptable activity routes
Keep, then make another trial
Keep the actual current message, then create a different actual trial if wanted. Compare only genuine traces and choose one/both/neither by your intention.
Access/attribution: A neutral helper can describe available features or fabricate directed changes.
Change a wanted helper-made feature
Choose one exact feature/place for a willing helper to change. Check the actual result matches the accepted direction; helper operation is not child tool handling.
Access/attribution: Pause after each own direction; accept 'leave it' through usual communication.
Try removing or relocating one cue
Choose a cue to omit or relocate in another actual arrangement. Decide whether it fits your message, without assuming fewer cues work better or any reader tested it.
Access/attribution: Use exact descriptions and retain a plan if no second work is made.
Look for; teach next
An own revision/keep decision, literal changes only with actual traces, and honest operation attribution.
Next: Offer a new actual two-trial opportunity when comparison was unavailable; do not force an error or an improvement label.
Proposed partial code opportunities: AC9AMAFD01, AC9AMAFC01. Actual relevant evidence is needed; listing a code is not attainment.
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