“Ask the child” is inadequate if the answer never changes the plan. A young child's account of what hurts, helps or makes things worse is evidence adults need. Record it accurately, make a feasible change and check the result with them. Offer accessible ways to communicate; the burden is not on the child to deliver a polished explanation.
Do not turn professional disagreement into dismissal. If you cannot follow a request, identify the specific obstacle, explain it accessibly and work on an alternative. Record what was requested, the reason for a different response and when it will be reviewed. Neither the child nor the parent should have to win an argument about being “cooperative” before their evidence is considered. See the classroom guide's starting point.