The intended activity captures the person's attention and sustains it throughout the sequential process of doing the task. The completed task is compared to the individual's standard of performance, compared with similar activities that the person has done in the past, evaluated and errors are noted. The person then decides whether or not to correct the errors or leave them be. Within ACL 4.0, the person recognises that activities are done according to a standard of performance and that one option is "I like it like that."
The person is able to do additional activities that are outside of their daily habit structure for self-care. The process includes actions that are additional to their routines and have a perceivable effect on material objects, such as sanding, staining, gluing, cutting, spacing, placing and stamping. A sample serves as an agreed upon standard of performance for the actions that are needed. When an error is made the usual question is, "Can you fix it?" Within ACL 4.0, they may be able to correct an error in either colour or shape, but fixing errors in size or number maybe harder. Some errors, such as cutting and stamping cannot be fixed.
An error, within ACL 4.0, is a comparison between their project and a sample or their task and their image of what is supposed to be done. The assumption in evaluative activities is that they will correct errors when they can and make excuses when they cannot. Motivation is always the troublesome factor in that assumption, which is why it is important to obtain the person's desire to do an appealing activity in the beginning.
Errors in numbers are added to the scale within ACL 4.0. The smallest group is a pair or two items. In a concrete activity, they will see that there are two of something in the sample and compare their own project to check for two. A group of two is a classification concept. Every language in the world probably has words for one, two, and many. Within ACL 4, the numbers in a group are limited to four items (ACL 4.4).
Within ACL 4.0, when an error is detected, they choose to do one of the following:
- Imitate a demonstration of the correction of the error.
- Repeat the error.
- Decide the task is done and accept the error.
For an evaluative activity, the error should be a failure to match colour, shape, size, or number, and the demonstration should show them how to correct the error.
For affirmative activities, people usually like doing activities that they can still do. Familiar activities confirm their sense of identity and comfort them by having a safe and secure place in the community to do something. They can compare what they are doing now with what they have done in the past and think about how it fits into their immediate future with family and friends.