Retention (i.e., response maintenance) is rarely the primary variable of interest when examining skill acquisition procedures. Trial presentation type (i.e., acquisition targets only vs. interspersal of previously acquired targets) within discrete-trial training is one procedural component that researchers have hypothesized may affect performance on follow-up retention probes. The present study compared single-task presentation (varied instruction) and task interspersal procedures with regard to retention of a mastered task. We taught four children two skills so that retention of the mastered skill (Skill 1) could be assessed during ongoing instruction of a new skill (Skill 2) using varied instruction versus task interspersal. Findings demonstrated equivalency of varied instruction and task interspersal. Results support that frequent rehearsal of a skill acquisition program without consequences is equivalent to ongoing instruction with consequences. Findings suggest instructors should program follow-up probes of previously mastered content into or between sessions, especially when utilizing single-task trial arrangements that do not incorporate such.

在检查技能获取程序时，保留（即，响应维护）很少是主要的关注变量。离散试验训练中的试验呈现类型（即仅采集目标与先前获得的目标的散布）是研究人员假设可能会影响后续保留探针性能的一种程序组件。本研究比较了单任务呈现（不同的教学）和任务穿插程序在掌握任务的保留方面。我们教了四名儿童两种技能，以便在持续指导新技能（技能 2）期间使用不同的教学与任务穿插来评估掌握的技能（技能 1）的保留情况。调查结果表明，不同的教学和任务散布是等效的。结果支持在没有后果的情况下频繁排练技能习得计划等同于有后果的持续指导。调查结果表明，教师应在课程中或课程之间对先前掌握的内容进行后续探索，尤其是在使用不包含此类内容的单任务试验安排时。