Planning

Mental energy is used to pause and think through the process.

Instructions

Initially reads through all instructions carefully and asks questions to check understanding before beginning stencilling.

Secondary Effects – Spatial Fit

Anticipates by considering:

Planning

Mental energy is used to pause and think through the process.

Instructions

Initially reads through all instructions carefully and asks questions to check understanding before beginning stencilling.

Sample

The therapist may be asked for design ideas or design ideas may include exploration of surface appearance.

Secondary Effects – Surface appearance

Prevents errors by:

Instructions

Requires a demonstration as well as written instructions to follow.

Re-reads the instructions when errors occur and / or may ask for further verbal explanations.

Sample

Looks at the sample briefly and may or may not choose to follow the sample.

When following the sample, they refer to the edge, use of colour, surface properties or spatial arrangements.

When ignoring the sample, they explore different arrangements of the parts of the sample and different colours.

Instructions

Requires a demonstration with verbal instructions and samples to match.

Sample

Uses three or more colours and layers colours but may not blend colours together.

Surface Appearance

Perceives surface appearance to achieve a dry brush effect before they begin stencilling.

Score

The tentative score is ACL 5.2.

Instructions

Requires a demonstration with verbal instructions and samples to match.

Sample

Uses the sample briefly but may not follow it preferring to use their own design as this requires less mental energy.

Neuromuscular Adjustments

Uses neuromuscular adjustment to maintain an up and down tapping action as shown in the demonstration. They spontaneously vary the angle of the brush.

Score

The tentative score is ACL 5.0.

Select the behaviour that most closely matches your observations:

If you know their ACL score, select those instructions.

Otherwise, start with the higher scored instructions. If they don't comprehend, use the lower scored instructions.

ACL 5.0 – 5.4

Provide verb instructions whilst demonstrating actions on a scrap piece of paper. Samples are used for generating ideas.

ACL 5.6 – 5.8

Provide the written instructions. Samples may be used if the person asks for more ideas.

Introduce the activity by saying:

Find out how much and how well.

Many children use stencils, but make a mess because they do not really learn how to control the paint.

If they describe controlling the paint and shading, you will probably not be able to separate prior knowledge from current ability to learn.

Consider ending the activity, because it will save you from confusion.

Making a Sample

The aim is to get a clear and well defined edge of patterns while avoiding errors such as smudged paint, blobs and seepages of paint under the edge of the stencil. Practice on a piece of paper before stencilling on the card: