Choose one per start or combine usual access. A/B/C are task routes, not learner types. Child judgement, adult entry and actual control operation are distinct. No additional logging beyond one useful observation.
Day 21
A · direct device creation/use: Create SET/SHOW with an own start, run; choose ADD and predict the change.
B · supported/paired creation: Choose purpose/start/one change and tell a partner exactly which block and value to enter; if you operate a real editable control, name it.
C · complete no-device design/trace: State/point to SET/ADD/SHOW cards or spoken instructions using your own quantities; trace before/after and leave device implementation open.
Evidence: a chosen meaning/decision and its reason, plus predicted/actual effect where available. Usual AAC, sign, speech, pointing, tactile selection or scribe may communicate thinking; do not score motor/speech/quantity.
Day 22
A · direct device creation/use: Create or modify two tiny designs and run a separating example; choose using your own criterion.
B · supported/paired creation: Negotiate which design choice is yours; partner may enter one and you genuinely change one editable block using usual support.
C · complete no-device design/trace: Describe two possible algorithms with scrap/spoken order; compare their totals for a chosen batch and say which purpose each serves.
Evidence: a chosen meaning/decision and its reason, plus predicted/actual effect where available. Usual AAC, sign, speech, pointing, tactile selection or scribe may communicate thinking; do not score motor/speech/quantity.
Day 23
A · direct device creation/use: Add own records and FOR EACH/ADD-input/SHOW; run, change one record and inspect the changed state.
B · supported/paired creation: Choose record values and input-source block; shared operator enters under direction. If learner changes input/source physically or with access support, record that actual act.
C · complete no-device design/trace: Arrange or describe ordered record values; for each one update a chosen written/spoken total. Preserve every input and intermediate value.
Evidence: a chosen meaning/decision and its reason, plus predicted/actual effect where available. Usual AAC, sign, speech, pointing, tactile selection or scribe may communicate thinking; do not score motor/speech/quantity.
Day 24
A · direct device creation/use: Choose SET placement, run and repair using remove/add or available within-body order; compare zero/one/many inputs.
B · supported/paired creation: State where SET belongs and direct a cross-body remove/add. Attribute who performed it; learner may independently use one labelled control.
C · complete no-device design/trace: Draw enclosure or describe which steps repeat. Trace a start once versus each time; explain which matches the chosen job.
Evidence: a chosen meaning/decision and its reason, plus predicted/actual effect where available. Usual AAC, sign, speech, pointing, tactile selection or scribe may communicate thinking; do not score motor/speech/quantity.
Day 25
A · direct device creation/use: Own fresh E prediction/design and actual edit/run if available before help; no imported model.
B · supported/paired creation: Capture fresh reasoning before operator support; adult may enter child-specified blocks, with actual authorship/operation separate.
C · complete no-device design/trace: Offer exact neutral fresh E words/linear aid; learner traces or proposes a repair by usual communication. Do not supply the answer; implementation stays open.
Evidence: a chosen meaning/decision and its reason, plus predicted/actual effect where available. Usual AAC, sign, speech, pointing, tactile selection or scribe may communicate thinking; do not score motor/speech/quantity.
Day 26
A · direct device creation/use: Create own nested IF outcomes and threshold; run useful values in all three alternatives and inspect.
B · supported/paired creation: Child chooses comparator, threshold and branch actions; partner supports entry. Record which real block/input change the learner makes.
C · complete no-device design/trace: Create a nested branch diagram or spoken if/otherwise sequence; trace one chosen input in each alternative without pretending the paper ran.
Evidence: a chosen meaning/decision and its reason, plus predicted/actual effect where available. Usual AAC, sign, speech, pointing, tactile selection or scribe may communicate thinking; do not score motor/speech/quantity.
Day 27
A · direct device creation/use: Change comparison/value/update; run an exact boundary and other branch; inspect the first mismatch.
B · supported/paired creation: Child selects the separating test and repair, operator enters. Capture actual changed run/output and help, not independent entry by default.
C · complete no-device design/trace: Use two exact condition statements and own test values; trace where equality goes and identify the mismatch/revision.
Evidence: a chosen meaning/decision and its reason, plus predicted/actual effect where available. Usual AAC, sign, speech, pointing, tactile selection or scribe may communicate thinking; do not score motor/speech/quantity.
Day 28
A · direct device creation/use: Communicate own block design and actual trace; choose one input/source/order change and inspect a rerun.
B · supported/paired creation: Explain one exact design to a partner, compare their interpretation if they actually respond, and perform a meaningful edit using available access.
C · complete no-device design/trace: Use nested scrap strips, tactile grouping or exact spoken instructions, preserving initialisation/body/source and sequence. Reader response conditional.
Evidence: a chosen meaning/decision and its reason, plus predicted/actual effect where available. Usual AAC, sign, speech, pointing, tactile selection or scribe may communicate thinking; do not score motor/speech/quantity.
Day 29
A · direct device creation/use: Evaluate against one criterion, choose a meaningful repair, rerun; identify one possible effect not yet observed.
B · supported/paired creation: Learner decides a criterion and edit; supported operator runs, learner inspects actual feedback. Separate any real willing reader response.
C · complete no-device design/trace: Compare planned algorithm/available trace with a criterion and explain possible impact. An unrun revision remains planned; no invented result.
Evidence: a chosen meaning/decision and its reason, plus predicted/actual effect where available. Usual AAC, sign, speech, pointing, tactile selection or scribe may communicate thinking; do not score motor/speech/quantity.
Day 30
A · direct device creation/use: Create fresh F blocks/input and run/change/inspect across chosen sittings after first design capture.
B · supported/paired creation: Capture independent choices first; adult enters only specified choices. Record actual learner control use and supported testing separately.
C · complete no-device design/trace: Use exact fresh F source to produce/trace a new design and changed-input cases; multiple valid designs welcomed, actual digital implementation left open.
Evidence: a chosen meaning/decision and its reason, plus predicted/actual effect where available. Usual AAC, sign, speech, pointing, tactile selection or scribe may communicate thinking; do not score motor/speech/quantity.