Each person brings memories, knowledge, cultures, and languages to the testing situation.
Common procedural memories are assumed in ACL 3 and 4 tests for actions such as holding a crayon. They are done automatically, at a semiconscious level of thought.
When a procedural memory is blocked by a new impairment or a change in the physical environment, it cannot be done automatically at a semi-conscious level. Attention must be aroused to meet the demands for attention to new information in the current situation which are usually much higher than the demands for procedural memories.
The set-ups for activities are ideal conditions that will probably not be replicated without long-term carer education.
ACL 5 tests cognitive ability for concrete learning.
When the person already knows how to do the activity (single cordovan stitch, stencilling) learning is not being tested. Therefore, the ACL score is invalid.
An invalid test score following rote learning is unusual but certainly not impossible. Rote learning requires weeks of repetitive drilling that must be continually reinforced, or it fades away.
When complications for verbal directions are suspected, you have the following options.
Use hand signals to point and convey numbers.
If you cannot say the words, point back and forth between the sample and their project. Smiles and fingers shaped into the ok sign are universal.
If another language is common, learn how to say to say, "Same?" in another language. How to ask, "Is yours like mine?" is also valuable.
Attractive crayons attract attention. Ugly boxes of stubs do not.
Crayon pencils are less childish to most people. Built-in sharpeners are an advantage when the person breaks the point off.