Within ACL 5.2, the person is able to complete three single cordovan stitches after two demonstrations. The retention of the new, third dimension information is slow.
We initially thought the copying activity did not have a good differential between ACL 5.0 and 5.2 until we realized we had introduced surface appearance in the color of the tiles. The original recessed tile box had hand sanding and staining the wood as the distinguishing factor between the two modes, but boxes are not practical. Use the sketching or peanut butter activity instead to differentiate between the modes.
The benefit of using the quality of concrete information is that the same quality (surface appearances) can be found in many supplies.
In the stenciling activity, the person is able to see when they have achieved a dry brush effect and will learn to avoid getting blobs of paint on their card. Learning how to stencil provides clear observations of improving the effects on surface appearances. The observations are not as definitive when the person knows how to use a dry brush and has prior knowledge of shading. A careful history of prior knowledge is required to separate the experience that many children have with stencils and striking cues from improving surface appearance effects with a dry stenciling brush.
In the ironing activity the person can recognize surface appearances like leaving bubbles in the vinyl and will try to smooth these out.
Interviews
People functioning within ACL 5 can talk and tell you about their history in doing activities. Educational and work histories are safe places to start an interview. Standardized interviews rarely help in the selection of activities because the person usually tells you what they think you want to hear.
Asking them to describe a typical day prior to the onset of this decrease in ability to function can provide information about the number of hours that are apt to be vacant now. Listen for clues and ask questions about activities that contain the quality of information that captures their attention now. Informal conversations and reminiscing about activities they used to do can give you leads on the type of activities that are apt to appeal to them.
Can Say & Can Do
Try to verify their pattern of performance with activities that appeal to the individual. When the person is giving you no clues, use the examples of activities. No single activity can predict a pattern of performance because people are too variable.
When a person has a history of doing arts and crafts, do your best to verify their ACL score with an activity that is new to the individual. Within ACL 5, the evaluation of overt trial and error learning abilities is apt to be too high when the person uses prior knowledge. The repeated question is; "Have you ever done anything like this before?" If yes, try to identify an activity they have not done and is not toxic. Iron-on bonding for fabric appliques is often an unfamiliar product.
Getting Acquainted
Do strive to get a comprehensive picture of who this person is, which should include: how well they are functioning now (current ACL), how well they have been functioning (prior ACL), what kind of activities they like to do, and what kind of social and financial supports they can depend upon.
To Verify
The ability to pay attention to and improve surface appearances verifies that the person can function within ACL 5.2. The critical observation is an improvement because that distinguishes between using prior knowledge and the ability to learn. When prior knowledge is used, less attention is required and successive actions are the same. When learning occurs, focused attention is on the cause and effect connections and successive actions change. Good actions are repeated and bad actions are not.
Emotion is apt to influence what is stored in long-term memory. When the person is pleased, satisfied, proud etc., the cause and effect connections that worked are apt to be remembered, so are horrible mistakes.
Cleaning provides an endless supply of surface appearances, but avoiding automatic, procedural memories and long-term memories can be a challenge.
To Rule Out
To confirm ACL 5.2, the ability to perceive spatial fit must be ruled out (ACL 5.4). To be fair, an opportunity to function higher should be provided.
The spaces between the tiles in the copying activity and the corner pieces in the kite activity in the ACLS-6 are properties of spatial fit.
We need a 3-dimensional test for spatial fit. We are thinking that the use of PVC pipe with fittings would be a quick, transportable and reusable. Work is in progress.
For people recovering from hip replacements or with hemiplegia, the use of a sock aid should be developed into a psychometric test. Learning how to use one probably requires ACL 5.4 abilities because adjusting the tool requires attention to 3D fit. Learning how to use a button hook offers an equivalent quality of concrete information.