Manual for the Allen Cognitive Level Screen-5 (ACLS-5)

1 Allen Cognitive Level Screen-5 (ACLS-5), Large Allen Cognitive Level Screen-5 (LACLS-5), & NEW Disposable Large Allen Cognitive Level screen (LACLS[D]) This handout developed for copying and distribution by the ACLS and LACLS Committee: Allen Cognitive Group, 2061. Authors: C. K. Allen , S . L. A ustin, S. K. David, C. A. Earhart, D. B. McCraith, L . Riska-Williams. Publisher: ACLS and LACLS C ommittee, Camarillo, CA, USA; Copyright 2007 Description: This 5th version of th e A llen Cognitive Level s creen with a revised and updated 66 page Manual i s an evidence-based* screening assessment f or use with th e A llen c ognitive disabilities ,2 The screen consists of l earning 3 visual-motor tasks ( leather-lacing stitches) with i ncreasingly complex activity demands.

2 Completion of th e 3 tasks r equires th at the person at tend to, understand, and use sensory & motor c ues f rom material o bjects ( leather, lace, & needles), administrator s v erbal & demonstrated instructions & c ues, & feedback from motor actions while making th e stitches. Scores are interpreted using the Allen Cognitive S cale of l evels a nd modes of performance as w ell as other i nformation about a person s hi story, interests, context, etc. The s creen i s available in 3 forms: standard ACLS, LACLS for persons with v ision or h and f unction problems, & disposable form ( LACLS[D]) f or persons with whom i nfection c ontrol is r equired.

3 *For ACLS-5 and L ACLS-5 Test: Psychometric Properties and Use of Scores f or E vidence-Based P ractice, v isit w Purpose: The s creen is used to obtain a quick measure of gl obal c ognitive processing abilities, l earning potential, and performance abilities a nd t o detect u nrecognized or suspected problems r elated to functional c ognition. Construct being measured: Functional c ognition en compasses f unctional pe rformance a bilities a nd global Cognitive processing c apacities. It i ncorporates t he c omplex, d ynamic i nterplay between 1) a pe rson s information proc essing abilities, occupational performance skills, values a nd interests, 2 ) the i ncreasingly complex motor, p erceptual and Cognitive activity d emands of th ree graded visual-motor ta sks and 3) f eedback from performance of th ese t asks i n context.

4 Intended Use: To screen functional c ognition f or persons whose c ognitive abilities appear to range of 3. 0 to o n t he Allen s cale of Cognitive l ,2 The s trengths a nd problems that may be identified must b e verified and supplemented with other assessments, e .g. Allen D iagnostic Module-2nd edition ( ADM-2),3 the Routine Task In ventory Expanded ( RTI-E),4 and skilled observations grounded in the c ognitive disabilities model. This s creen is not i ntended for use in isolation or as a diagnostic to ol.

5 The i nformation o btained i s used to guide occupation-based i nterventions at t he Level of activity demands, p erformance skills, a nd occupations b ased on t he O ccupational T herapy Practice Intended populations: Originally d eveloped for use with adults with psychiatric disorders O R dementia, the s creen i s recommended for use with populations whose patterns of f unctional behavior appear to r eflect disruptions i n global Cognitive processing c apacities as d escribed b y the Cognitive disabilities model.

6 The professional literature describes applications with adolescents with psychiatric problems and with adults who have experienced a TBI o r a CVA. Who may administer, score and interpret scores: Occupational th erapists or other health care professionals who have experience working with persons with temporary or permanent c ognitive impairments, training i n t he use of s tandardized assessments, a nd training or mentoring in use of th e Cognitive disabilities model and r elated assessments.

7 New in Version 5: Guided by Standards for E ducational and P sychological Testing6 Substantially revised, expanded sections with photographs, c olor-coding, c onsistent c ues & theoretical r ationale For set-up, preparation, administration a nd assigning of s cores New sections not published elsewhere Historical p erspective regarding t he development o f th e t heory, r elated publications and assessments Definition of c onstruct b eing measured & theoretical i ntegration of l eather-lacing t asks w ith l evels of performance Interpreting, reporting and using s cores Up-to-date published research i ncluding s ubstantive evidence of r eliability & validity Appendixes with comprehensive, up-to-date reference list, glossary, examples, p hotographs a nd s ources Sources: Allen Cognitive Group, ; Dementia Care Specialists, ; S&S Worldwide.

8 And T herapro, The Manual & leather-lacing t ools are available separately or as a k it. Citation: Allen , C. K., Austin, , David, S. K., Earhart, C. A., M cCraith, D. B, & Riska-Williams, L . (2007). Manual f or t he Allen Cognitive l evel Screen-5 (ACLS-5) and Large Allen Cognitive l evel Screen-5 ( LACLS-5). Camarillo, CA: ACLS and L ACLS Committee. McCraith, D., Austin, S., Earhart, C. The Cognitive Disabilities Model in 2011. In Katz, N. (2011) Cognition, occupation, and participation across the life span.

9 Bethesda, MD: AOTA Press. 2 Allen , C., Earhart, C., & Blue, T. (1992). Occupational therapy treatment goals for the physically and cognitively disabled. Bethesda, MD: AOTA. 3 Earhart, (2006). Allen Diagnostic Module: Manual (2nd ed.). Colchester, CT: S&S Worldwide 4 Katz, N. (2006). Routine Task Inventory Expanded Manual . Retrieved April 1, 2016 from 5 AOTA (2014).Occupational therapy practice framework: domain and process (3rd Ed.).AJOT 68 ( ), S1 6 American Educational Research Association, American Psychological Association, & National Council on Measurement in Education (1999).

10 Standards for educational and psychological testing. Washington, : American Educational Research Association.