The use of samples is the big change from ACL 3 to ACL 4. Rather than being ignored, the sample supplies the goal for goal-directed activities. Samples that are apt to capture their attention include patterns from nature (flowers, trees, landscapes, animals, birds, butterflies, etc.). They imitate the demonstrated directions to complete a goal using striking features. Within ACL 4.0, one feature is used at a time to do an activity and the sample is consulted at the beginning and guides their performance throughout the process.
Some of the variations seen in stamping notecards can help clarify expectations for ACL 4.0. For an affirmative activity, a few people will want to do their own design but most would prefer to look at samples and select one that appeals to them and their circumstances, such as someone's birthday coming up.
Demonstration
A demonstration may involve:
- no objects,
- equipment, such as Thera band and pulleys, or
- an object that has an effect on another object such as a bat and ball.
The assumption is that the person will watch a visual movement and imitate it. Demonstrations can enter the scale without objects in ACL 2.4 with active range of motion. With an object, demonstrations require intentional grasp which enters the scale within ACL 3.0. All three are possible and independent within ACL 4.0.
Verbal
Verbal directions are usually given as a matter of social convention with demonstrations and samples, which are the primary sources of information.
When given alone, they usually contain abstract information that is not understood until ACL 6.
Samples
Samples provide a concrete example of a project, work task or chore to be done. The person and other people can see and discuss the standard of performance. Within ACL 4, the attention to errors makes samples a beneficial form of instruction.
Conformity with social expectations enters the scale in ACL 4.0 when people say "I like it like that." For evaluative activities, the sample is a fair set of expectations and the most frequent questions you ask are: "Is yours like mine? How is it different? Can you fix it?" Major parts of the evaluation are the comparisons to the sample, and the recognition and correction of errors.
The sample serves an entirely different function with affirmative activities. The sample has built in compensations for their cognitive disabilities by making it easier for them to avoid mistakes. The grids on the notecards can make it easier to get the spacing correct or the grid can be removed to see if they can do the spacing.
The person can usually recognise and name familiar possessions, new possessions, and supplies used in self-care routines. As an example, people often prefer head bands over pony tail holders because they can see them in the mirror. For the same reason, they may think that the colour of the head band matters, but the colour of the pony tail holder does not.