Flexible start: 25 minutes. Shorten, split, pause or revisit; no compulsory extra period.
Today's focus: Separate intention, maker inspection, model interpretation and real response, then choose a next step.
Short child invitation: 'What do you want to keep or try now?'
Prepare: Use an actual own message if available. A real recipient's earlier words can be used only if genuinely recorded and permitted. If absent, use maker inspection or an explicitly invented adult model; no backfilled reply.
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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Name available evidence · 3 min. Distinguish 'my intention', 'actual reply', 'no reply' and 'adult model'. Do not ask a child to disclose a real interpersonal problem to create a useful context.
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Inspect a chosen part · 4 min. The child selects one actual feature or message part. Describe it exactly. Meaning belongs to the maker when offered; UNKNOWN stays UNKNOWN.
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Consider a response or uncertainty · 6 min. Use actual attributed recipient words only if available. Otherwise say 'We don't have a reply' and inspect as maker. An adult may model two explicitly invented different readings on an unrelated own picture, never presenting them as a human event.
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Choose an own next move · 6 min. The child keeps, changes, tries another representation or leaves it. They can reject an actual suggestion. A different interpretation is not automatically an error in their work or the recipient.
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Make or plan a wanted step · 4 min. Make/direct a chosen actual edit or retain a plan. Compare before/current traces only if present. A predicted helpful result stays predicted until a real event supplies it.
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Close with event labels · 2 min. Note intention, literal current work, actual/no/model response, own decision and support. No measured comprehension or improvement is claimed from this brief.
Three individually adaptable activity routes
Use a real attributed reply
If genuinely available and wanted, consider the exact recipient reply and decide whether to keep or change a feature. Do not require agreement or fabricate an absent reply.
Access/attribution: Use established communication and exact permitted quotation locally; no public child data.
Inspect with no recipient
Say no reply is available, then inspect your actual message as maker and make an own keep/try/leave choice. This offers reasoning without sharing or reader-effect evidence.
Access/attribution: A neutral exact description is available; privacy is not an error.
Two openly invented interpretations
After your first contribution, inspect an adult model with two explicitly invented possible readings. Choose an own different message idea; neither model reading is an actual recipient response.
Access/attribution: Literal descriptions and usual communication suffice; remove any expected correct feeling.
Look for; teach next
An own next choice with intention and actual/NONE/model response honestly separated.
Next: Model one event/plan distinction on unrelated adult work, then give the choice back without demanding a revision.
Proposed partial code opportunities: AC9AMAFD01, AC9AMAFC01. Actual relevant evidence is needed; listing a code is not attainment.
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