ACLS – 5 and LACLS – 5 Manual
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Contents
List of Figure and Tables
Foreword – By Claudia K. Allen MA, OTR, FAOTA
Acknowledgements
About the Authors
Preface
Development of 5th Version of ACL Screen
Contributors to this Version
New in this Version
Section I: History of the Cognitive Disabilities Model
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Section II: Introduction to ACLS-5 and LACLS-5
Definition of Construct Being Measured
Structure of the Assessment
Intended Use
Intended Populations
Who May Administer, Score, and Interpret Scores
Overview of the Administration Process
Section III:
Set Up of Leather-Lacing Tools
Running Stitch
Whipstitch
Single Cordovan Stitch
Section IV:
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Preparation for Administration
Administrator Preparation
Preparation Prior to Each Administration
Leather-Lacing Tools
Environment and Seating Arrangement
Person factors: Rapport, Background Information,
and Performance Aids
Selecting ACLS-5 or LACLS-5
Section V:
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Administration
Organization
New Administration Principles
Running Stitch: Task 1
Introduce Screening Tool and Running Stitch Task
Provide 1st Demonstration
Provide 2nd Demonstration
Whipstitch: Task 2
Introduce Lace and Whipstitch Task
Provide 1st Demonstration
Provide 2nd Demonstration
Copyright ©2007 ACLS and LACLS Committee
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ACLS – 5 and LACLS – 5 Manual
Insert Problem-Solving Whipstitch Errors
Insert cross-in-back error
Insert twisted lace errors
Single Cordovan Stitch: Task 3
Introduce Single Cordovan Stitch Task
Provide One Verbal Cue
Provide 1st Demonstration
Provide 2nd Demonstration
Ending the Assessment
Section VI:
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Assigning a Score
Overview of Scoring Process
Use of Scoring Tables
Scoring Tables
Task 1: Scores for Running Stitch Task
Task 2: Scores for Whipstitch Task
Task 3: Scores for Single Cordovan Task
Section VII:
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Interpreting, Reporting and Using Scores
Use of a “Screen Score”
Reporting a “Screen Score”
Interpreting Scores
Section VIII:
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Review of Published Research
Evidence for ACLS-5 and LACLS-5
Evidence for Earlier Versions
Reliability Evidence
Validity Evidence
Evidence for Related Assessments
Unpublished Research Studies
Directions for Future Research
Section IX:
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References
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Appendixes
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
A:
B:
C:
D:
E:
F:
Glossary and Abbreviations
Additional Published Literature
Sample Reporting Forms
ACLS-5 Photos – Front and Back
LACLS-5 Photos – Front and Back
Sources – Assessments, Books, Websites
Copyright ©2007 ACLS and LACLS Committee
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List of Figures and Tables
Figures
Figure
1
Running Stitch Front
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Figure
2
Running Stitch Back
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Figure
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Lace Cut at 60-Degree Angle
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Figure
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Needle Attached to Lace
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Figure
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Set Up Whipstitch Front
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Figure
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Set Up Whipstitch Back
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Figure
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Single Cordovan Stitch Front
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Figure
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Single Cordovan Stitch Back
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Figure
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Single Cordovan Stitch – Needle Left of Lace
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Figure
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Whipstitch Cross-in-Back Error
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Figure
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Whipstitch Twisted Lace Errors
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Figure
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Set Up ACLS-5 (Front)
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Figure
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Set Up ACLS-5 (Back)
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Figure
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Set Up LACLS-5 (Front)
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Figure
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Set Up LACLS-5 (Back)
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Tables
Table
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Scores for Running Stitch Task
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Table
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Scores for Whipstitch Task
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Table
3
Scores for Single Cordovan Stitch Task
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Copyright ©2007 ACLS and LACLS Committee
ACLS-5 and LACLS-5 Manual – Section V: Administration
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If person meets T1CC, at this point or any subsequent point in this task, then note
behavior and continue to whipstitch task 2.
¾ If person appears to need encouragement, then note behavior and cue to
encourage continued performance.
•
If person does not attempt to complete a stitch, then note behavior and say,
“Please make a stitch.”
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If person stops before completing 3 stitches, then note behavior and say,
“Please make more stitches.”
•
If person seeks assurance, expresses concern about accuracy or ability to
continue, or appears anxious or at risk of abandoning task, then note behavior
and say, “Just do the best you can.” Avoid providing encouragement that
verifies correct or incorrect performance.
•
If person does not try to complete at least one running stitch, even after being
encouraged, then note behavior and continue to 2nd demonstration.
¾ If person makes errors, such as a stitch over edge of leather, skipping a hole,
going in wrong direction, using wrong lace, going in and out of same hole, or
completing the stitches in a different section of the leather, note behavior and allow
person time to recognize and correct error(s).
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If person meets T1CC, then note behavior and continue to whipstitch task 2.
•
If person does not meet T1CC, then for this stitch, no problem-solving cues
are provided.
Note behavior and continue to 2nd demonstration.
Provide 2nd Demonstration
Remove incorrect stitches. Then say, “Let me show you again.” Provide 2nd
demonstration using same instructions and encouragement described for 1st
demonstration. As with 1st demonstration, no problem-solving cues are provided.
Allow person time to complete the stitches.
Whether or not person meets T1CC, after allowing time and providing encouragement, note
behavior, acknowledge person’s effort, and then continue to whipstitch task 2.
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ACLS-5 and LACLS-5 Manual – Section V: Administration
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Provide One Verbal Cue
Direct person’s attention to problem area by providing one verbal cue such as “You have
the first part right,” “Look at how you are going through the hole,” or “Is there
another way you can go through the loop?” “Is there another way to tighten the
lace?”
Avoid giving a solution or using non-verbal cues such as pointing, touching leather,
or gesturing.
Allow person time to recognize and correct error(s).
If person meets T3CC, at this point or at any subsequent point in the task,
then note behavior and end the assessment.
¾ If person’s attempt to solve problem continues to be ineffective, then ask, “Would
you like me to show you how?”
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If person responds NO and continues to try to solve problem, then note
behavior and allow person more time solve problem.
o
If person’s problem solving behavior continues to be ineffective, then note
behavior and offer 1st demonstration.
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If person responds YES, then note behavior and continue to 1st demonstration.
Provide 1st Demonstration
Position leather in front of person so that person can only see front side. Hold leather so
that holes and stitches are not obstructed by administrator’s hand or fingers. Then, while
demonstrating the corresponding actions, say, “Watch me carefully. Bring the
needle to the front of the leather and push the needle through the next hole from
front to back. Don’t pull the lace tight but leave a loop in it. Bring the lace to the
front of the leather; this time put the needle through the loop you have made. As
you go through the loop, keep the needle to the left of the lace. Pull the lace
through the loop. Tighten the stitch by pulling the lace from the back, and then by
pulling the long lace end. Make sure the lace isn’t twisted. Please do three
stitches.” Release needle letting lace fall freely toward back of leather. Hand leather to
person. Allow person time to complete 3 stitches.
If person meets T3CC, at this point or at any subsequent point in the task,
then note behavior and end the assessment.
Copyright ©2007 ACLS and LACLS Committee
ACLS-5 LACLS-5 Manual
ACLS and LACLS Committee copyright2007
Appendix D: Set Up ACLS-5 Front and Back
Figure 12. Set up ACLS-5 Front
Figure 13. Set up ACLS-5 Back
ACLS-5 LACLS-5 Manual
ACLS and LACLS Committee copyright2007
Appendix E: Set Up LACLS-5 Front and Back
Figure 14. Set up LACLS-5 Front
Figure 15. Set up LACLS-5 Back