A demonstration within ACL 3.6 requires attention to an action of using one object to produce an effect on another object. The imitations of cause and effect are simple and perceivable, with obvious connections such as using a crayon to colour on a piece of paper that has a drawing of a shape. The person is able to:
- imitate the demonstration by forming the cause and effect connection between their actions and the shape,
- imitate what they observed,
- evaluate the effects of their own actions,
- compare their current actions and effects with prior, similar experiences, and
- decide whether to continue to produce more effects.
The thought process has several steps that can be observed.
Sorting displays the simplest form of classification. Using one criterion at a time, objects can be sorted by shape or colour, one feature at a time.
Following a demonstration of a single action on an external material object, they are apt to be pleased by the effects of turning, latching, winding, blowing, tossing, stacking, and peeling objects.
Within ACL 3.4, rote learning to repeat the effects of a manual action may occur with daily repetitive drilling for a month or two. The cost-effectiveness of rote learning is questionable and any practical use for independent living should be used with caution. As a quality of life, rote learning often fades away and can be measured by a reduction in sustained attention when people get bored. As a treatment goal, rote learning has not justified the costs of daily drilling for weeks and months within ACL 3.
Rote learning in a quality of life program can be used when the program planner changes supplies as sustained attention begins to decline. New supplies are effective when they increase sustained attention time that has been declining. Sustained attention can be measured with a stop watch on smart phones.