Acquisition and Maintenance of Time-Based Task Change Sequence

Abstract

This study examined adolescents’ use of different types of antecedent cues to complete a sequence of tasks that varied daily by order and time. Five high school students who were mentally retarded and involved in a vocational training program served as subjects. Students were presented the following cues in the least intrusive order: verbal instruction, written schedules, and picture schedules. Picture schedules were presented when the written schedules were not effective. Students were given a different time-based schedule each day. Results indicated that three students were able to complete the schedule with the aid of a written schedule. Two students required the use of picture schedules. Withdrawal and then reinstatement of the written and picture schedules further demonstrated their effects. All students maintained their performance in the absence of trainer instruction.

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