This study investigated the effects of a self-instructional training package on the job-task sequencing of four students who were mentally retarded. Also, the effects of training on the students’ task completion and task repetition were examined. The findings indicated that the training increased job-task sequencing for all students. Further, the data revealed increases in task completion for three of the four students and decreases in task repetition for all students. Implications of these findings are discussed.
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