The effects of two instructional strategies were compared in a combined, multiple baseline-crossover design. Total task, single trial instruction and backward chaining, multiple trials instruction were used in a program designed to teach eight children with severe handicaps how to make a snack. Students' behaviors were assessed in both training and generalization settings. Total task, single trial instruction resulted in clearly superior acquisition of independent steps in the training setting for three of the eight students and less substantial effects for two students. For three students, differences between the two methods were negligible or nonexistent in terms of independent steps. In all cases, instructional time was substantially less for total task, single trial instruction than for backward chaining, multiple trials instruction. Findings related to generalization were mixed. Implications and limitations are discussed and issues for future research are delineated.
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