The effects of self-instructional training on job-task sequencing: Suggesting a problem-solving strategy.

ABSTRACT Investigated the effects of a self-instructional training package on the job-task sequencing of 4 mentally retarded students (aged 18–20 yrs, IQs 43–65). The effects of training on the Ss' task completion and task repetition were also examined. Findings indicate that training increased job-task sequencing for all Ss. Data reveal increases in task completion for 3 Ss and decreases in task repetition for all Ss. Target behaviors were maintained up to 3 mo posttraining. Results support the use of self-instruction in the vocational training of mentally retarded persons. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

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