The response time is about 20 seconds and attention fades away in less than a minute.

The cues to roll over or sustain a sitting position come from external sources. The person's attention is captured by the change in position.

Within ACL 1.6, sitting is accepted and there is enough energy to enjoy additional sensations. Sensations are evaluated, compared to prior sensations and personal choices to continue or stop can be made.

Moving with the effects of gravity provides a practical ability to roll over. Caregivers need to position their arms and legs and push to start the roll. The person uses the information about moving to understand the direction and to continue rolling with the assistance of gravity. Understanding the effects of gravity also has the practical advantage of being able to hold still.

Moving with the effects of gravity is part of the enjoyment experienced while rocking.

In the sensing activity, the person can follow a sensory cue through the tracking arc and may sit unsupported with the bed at 75 degrees for at least 30 seconds but they are unable to sit for 30 seconds with their hands in their lap.

To Verify

Most of the differences between ACL 1.4 and 1.6 can be verified by a nursing assistant who provides medical necessities. When a reliable report from a nursing assistant is unavailable, rolling and hooking an arm over the bed rail can be added to the ACLS-6.

Attention shifts to internal control of the position of their body within ACL 1.6. The first bit of control is to move with the effects of gravity. The ability to have some control over their body brings more of a sense of being a person.

Abstract information uses words to describe concepts to stand for ideas, rules, theories, principles, emotions or the properties of objects that cannot be perceived such as electricity, molecules, or art appreciation. Abstract information is conveyed by words and ideas in the absence of material objects. When the effects of motor actions are perceivable, understanding the cause requires comprehension of an idea, such as electricity. Gravity is a concrete idea because the cause and effects are perceivable. Electricity is abstract when the effect is perceivable but the cause is not, e.g.

Tangible information can be perceived by any of the five senses and requires the presence of material objects.

Tangible information is the less perceivable properties of material objects that are not as obvious as striking features. The effects of tangible information can be demonstrated and understanding the effects does not require the use of words or ideas.

The tangible information is defined as visual patterns, surface appearances and spatial fit. The effects of their motor actions are classified as primary and secondary effects.

Striking features are the simplest and most obvious classifications of information provided by material objects. The classifications include: color, shape, size, number of items (up to four), and linear information.

Most of the concrete information that arouses the attention of human beings is visual. The ACL 4 cues can be seen by most people with a visual impairment who have lost their glasses. When they say they cannot see an error because they do not have their glasses, it is often a habitual excuse. But not always, which can drive you crazy.

Within ACL 4, classification information enters the scale. The simplest classification is the grouping of actions together to do an activity.

Actions are classified as steps that are done in a sequence to complete an activity. The concept of being done or finished guides performance and signifies the end. The reason can be put into words, such as getting dressed or copying a sample of what they are going to make.

Within ACL 4, people can only classify when the supplies are in front of them to look at or touch.

Within ACL 3, the concept of an imaginary straight line seems to organize the actions that are observed. The concept of a line guides what they do. The concept follows a developmental sequence seen in children under the age of three years old. The sequence is intentional grasp and release, moving an object back and forth, placing objects in a row, placing objects around the edge and outlining shapes, matching and sorting by color and shape, and coloring or filling in the space in a shape or container.