Planning educational programs for the adolescent mentally handicapped has been particularly difficult. The wide range of abilities, problems, motivational patterns, and experiential backgrounds have created situations for many teachers that seem to defy solution. This article reports a teacher's development of a teaching sequence using current principles of programed instruction, and describes results that may be a partial remedy to the problem. The teaching sequence deals with the ability to fill out a time card, a prime initial requisite of a technical nature in many work situations.
Billingsley et al. (Tue,) studied this question.