A Comparison of Serial and Concurrent Sequencing Strategies in Teaching Generalized Grocery Item Location to Students with Moderate Handicaps

Abstract

This study examined the relative efficacy of serial and concurrent sequencing strategies in teaching generalized grocery item location to six students with moderate handicaps. The efficacy of the strategies was assessed through a multiple baseline across subjects design. The results showed that students who received concurrent sequence training demonstrated better generalized performance in three nontrained grocery stores than students who had received serial sequence training, once training criterion was attained. However, students who received concurrent sequence training required more training trials and minutes of instruction to meet training criterion than their peers who had received serial sequence training. The results are discussed in terms of the implications for practitioners in designing community-based training programs and future research in the area of community-based instruction.