A willingness and capacity to comply with a standard of performance is the major social difference observed within ACL 4.2. The opposite is the complication.

Time

The person is aware of the passage of days and asks what day it is and what today's date is. They keep regular sleeping hours and anticipate meal times by watching external events.

Eating and completion of other activities is so slow that other people must adjust to two to three times the normal rate and others need to wait that long as well.

Within ACL 4.2, the person is able to match to either a sample or to a familiar task using one striking feature at a time. A striking feature is color, shape, size, number of items (up to four), and linear information.

Attention span may be limited to 15 minutes to 45 minutes for one activity. Start with a schedule that includes 45 minutes in the morning and afternoon, followed by a shorter time in the evening. A schedule is working when it keeps them out of trouble and they are sleeping through the night. Ignore what the trouble is, the content of the trouble, and focus your attention on keeping them happily occupied. If they have enough energy to get into trouble they need a longer time doing activities. Take a deep breath and try to be creative.

Their processing speed is always slow and often easily diverted to another task.

Attention is captured by the sample and the sample guides the process. The person looks at or in some way acknowledges the sample. Referring back to the sample may be done spontaneously or when prompted by the observer. Most of the referring back to the sample within ACL 4.2 is done in response to a prompt. The common prompts that you can learn to say in many languages are:

Goal-directed activities begin with the selection of the intended goal, which can be an image in the person's mind or a concrete sample. Both the person doing the activity and the observer prefer a sample because they know what is expected. A demonstration of a physical exercise or any other movement qualifies as a sample of what is expected. The demonstration can be made by the "teacher" or the person to the right or left of them.

For the stitching activity, the concept of doing an activity guides them through three stitches. The concept of a visual error is used to detect the front and back and the cross-in-back error. The twisted error is either not seen or is unsolvable.

Within the copying activity, they are able to keep track of alternating colors in the first row but cannot keep track of horizontal and vertical alterations of color which results in a striping pattern.

Matching and correcting are the verbs that separate ACL 4.0 from 4.2. Within ACL 4.2, matching or correcting are limited to one striking feature at a time. There are five striking features: color, shape, size, number of items (up to four) and linear information. The sample might contain any amount of them but the person will only match one. One at a time might string out to two or three matches but during the process the person is only thinking about one at a time.

Children's toys have some gross eye-hand coordination items that people might enjoy between ACL 3.6 and 4.2.

When a visual design is added to manipulatives, it usually raises the ACL score because in ACL 3 attention is not captured by the shape or pattern.

Pegboards are really just another form of mosaics because the same patterns can be used. I have done a series of coloring pictures using the same designs.

The advantage of pegboards is that they can be reused forever, so they are a good, long-term investment.

The Giant Pegboard and pegs are big enough to escape being a swallowing risk. The 25-hole pegboard is thick and sturdy and should work beginning in ACL 3.6 to 4.2.