Abstract
This study evaluated the efficacy of a personalized system of instruction to teach checking account skills to persons with mild disabilities. Using a self-paced manual, 8 participants in two groups were taught to write checks, complete deposit slips, and reconcile monthly bank statements. Four participants were assessed for generalization from the classroom to community sites and demonstrated nearly perfect performance. A multiple probe design showed that acquisition occurred sequentially for each skill only after training using the self-paced manual. Follow-up sessions demonstrated that participants maintained the checking account skills. The results provide evidence of the effectiveness and adaptability of a personalized system of instruction for teaching complex monetary skills to persons with mild disabilities.
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Selected References
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