The study examined the efficacy of an early intervention program to improve children's sequential time perception through virtual versus pictorial training in arranging episodes of temporal scripts. The researchers examined 65 deaf and hard of hearing children ages 4-7 years who were divided into two groups: (a) virtual environments technological intervention and (b) pictorial nontechnological intervention. Participants completed pretest and posttest measures. Both groups demonstrated significant improvement in sequential time achievement following intervention. However, the improvement was much more significant in the technological group.