Cumulative and interspersal task sequencing in self-paced training for persons with mild handicaps.
The effectiveness of cumulative and interspersal task sequencing of self-paced instruction was evaluated. Young adults with mild disabilities were taught savings account, bill paying, and money order skills. A self-paced workbook, with its content sequenced in either a cumulative or interspersal format, was used to provide instruction. Ten participants were randomly assigned to each of the two sequencing conditions. Results showed that both task-sequencing methods produced statistically significant and comparable improvements in performance. Gains maintained on 1-week and 1-month follow-ups. Cumulative and interspersal sequencing appear to be equally suitable for teaching complex monetary skills in a self-paced format.
Cuvo
A J
AJ
Rehabilitation Institute, Southern Illinois Univeristy, Carbondale 62901.
Davis
P K
PK
Gluck
M S
MS
D000203:Activities of Daily Living / Q000523:psychology; D000293:Adolescent; D000328:Adult; D006233:Persons with Disabilities / Q000523:psychology; D004495:Education of Persons with Intellectual Disabilities / Q000379:methods*; D005260:Female; D005376:Financial Management; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology / Q000534:rehabilitation*; D007360:Intelligence; D008297:Male