The person may not know when to stop an activity at this mode as they totally lack the ability to classify information and form goals yet have the mental energy to sustain their action. They can unpack their whole wardrobe when left with nothing to do.

Trying to reason with the person does not help. Diverting their attention works much better and is less frustrating for everyone.

The general public, policy makers, administrators, and legislatures need to know that activities for people with a cognitive disability require supplies and knowledge. Typical donations of supplies to long-term care facilities contain a mixture of valuable resources and useless junk.

Finding things the person can do is very important. Supplies are needed as they need things which they can match and sort and place in a row. The person needs someone to guide them to these activities which they can do. Having plenty of supplies which can be rotated so they can explore something "different" helps keep the person happily occupied.

During the sessions for placing, staking and removing objects, they can talk about the objects they have moved. Encourage repeating these conversations and rotating preferred objects as a means of protecting their sense of identity and maintaining their connections with other people. Pleasant conversations may help prevent troublesome behaviour later.

Many people functioning within ACL 3.4 are pleased to have something to do and become fully engaged in what they are doing. They may talk to themselves about what they are doing without realising that they are speaking out loud. If they are distracted, they may be able to refocus their own attention.

Language is in response to the presence of material objects. They cannot carry on a conversation, but may answer questions with a few words or phrases.

Functioning in ACL 3.4 results in the person having more access to language for communication. They can say common phrases at what appears to be the correct time. Their better communication skills may be deceiving.

The objects supply sensory cues, and most of the concrete information that human beings use is visual.

To pay attention to cues, people within ACL 3.4 require carer assistance with setting up the material objects that will capture attention, cues to start and stop activities, and checks for effectiveness of their actions.

Sorting Grooming Supplies

Many girls and women find hair ornaments appealing and the assortment of bright colours adds to their attraction.

Equivalent movement cues seem to be connected to the concept of a line.

Perseverative Movements

Within ACL 3.4, a side effect of paying attention to a repetitive manual action seems to be getting stuck there with actions that have traditionally been called perseverative movements. The way to stop the movements is to redirect their attention to another motor action. A Jacob's ladder is usually an effective distraction that you can carry around in your pocket. The repetition is limited by the length of the ladder, which prevents getting stuck again.

Within ACL 3.4, linear cues are used to place objects in a horizontal row. A vertical row is formed by stacking objects on top of one another. Linear cues are also used to fold fabrics and paper.

Placing objects in a row is the most obvious use of the beginning of linear information. When European languages are the person's cultural custom, the row goes from left to right and usually contains three to six objects. The row is apt to start out straight and sag down at the end.

Successful task performance requires carer assistance to set up the supplies, provide cues to start and stop the activities and check for the effectiveness of their actions.

Actions that do not have to meet a standard of performance are preferred because their eye-hand coordination is clumsy and they do not pay attention to normal minimum standards.