Whipstitch task demands are hypothesized to be more complex than the running stitch task demands. Within each task, the “Hypothesized Abilities” column in the Scoring Tables describes the underlying abilities that are hypothesized to enable the performance observed...

Continuing on to the next task whether or not the person completes the preceding task successfully is the standard procedure in version 5, but the administrator may end the test at any time for a good reason. Simply hypothesizing that the person will fail at the next...

The task demands in the ACLS as currently administered do not require use of cognitive abilities described at theoretical level 6, which include imagining and planning out a course of action with objects that are not present. Forming a new sequence of actions and...

This question represents a situation that is highly improbable from a theoretical perspective, because the error of using the wrong lace is unlikely to be made by a person capable of making 3 correct single cordovan stitches independently. The task demands of the...

Yes, provided that the assistant has been trained and has demonstrated competency in administration and establishes inter-rater reliability in scoring with other therapists. The assistant can also assign a score, but cannot interpret the score. Interpretation of...

Sitting to either side is acceptable, as long as the administrator holds the leather in front of the person during demonstrations, and has a clear view of the person’s performance. Sitting to the person’s right to administer the test right-handed and to their left for...

The lacing should be replaced when it becomes soft and does not twist easily, or when it becomes soiled with use so that the two sides are not distinctly different in color or texture.

Answered The verbal cue is provided when the person’s problem solving is not progressing, when they stop trying, or when they ask for assistance.

Encouragement cues are described in the manual, such as “Keep trying”, “I appreciate the effort”, “Many people find this difficult.” Encouragement cues should not include hints or validation such as “That’s better,” “That’s right,” “Now you figured it...

Yes. “I am interested in seeing how you . . . etc.” is part of introducing this test/assessment. Further explanations at the level of the person’s understanding may be given as needed.