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.
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