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Cumulative and interspersal task sequencing in self-paced training for persons with mild handicaps
A J Cuvo1, P K Davis, M S Gluck
1Rehabilitation Institute, Southern Illinois Univeristy, Carbondale 62901.
Mental Retardation
|December 1, 1991
Summary
Both cumulative and interspersal task sequencing effectively teach monetary skills to young adults with mild disabilities. These self-paced methods show comparable results and long-term maintenance of learned financial skills.
Area of Science:
- Special Education
- Instructional Design
- Financial Literacy
Background:
- Self-paced instruction is crucial for learners with mild disabilities.
- Effective task sequencing is key to mastering complex skills.
- Monetary skills are essential for independent living.
Purpose of the Study:
- To evaluate the effectiveness of cumulative versus interspersal task sequencing in self-paced instruction.
- To determine the optimal method for teaching monetary skills to young adults with mild disabilities.
Main Methods:
- Young adults with mild disabilities were taught savings accounts, bill paying, and money orders.
- Participants were randomly assigned to either cumulative or interspersal sequencing conditions.
- A self-paced workbook was used for instruction, with performance measured immediately and at follow-ups.
Main Results:
- Both cumulative and interspersal sequencing led to statistically significant improvements in participants' performance.
- The two sequencing methods produced comparable results in skill acquisition.
- Performance gains were maintained at 1-week and 1-month follow-up assessments.
Conclusions:
- Cumulative and interspersal sequencing are equally suitable for teaching complex monetary skills.
- Self-paced learning formats are effective for this population and these skills.
- The findings support the use of both sequencing methods in educational interventions for financial literacy.