Using cover, copy, and compare spelling with and without timing for elementary students with behavior disorders
The purpose of this study was to determine the effectiveness of cover, copy, and compare (CCC) procedures on spelling performance with two students. The participants were two elementary students enrolled in a self-contained behavior intervention classroom. A multiple baseline design across partic...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Kura Publishing
2012-04-01
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| Series: | International Electronic Journal of Elementary Education |
| Subjects: | |
| Online Access: | https://iejee.com/index.php/IEJEE/article/view/208/204 |
| Summary: | The purpose of this study was to determine the effectiveness of cover, copy, and compare (CCC)
procedures on spelling performance with two students. The participants were two elementary
students enrolled in a self-contained behavior intervention classroom. A multiple baseline design
across participants was employed to evaluate the effects of CCC on time to completion and words
spelled correctly. Improvements in all measures were found when CCC was in effect. The participants
enjoyed the procedures and each improved their spelling over baseline performance. The
applicability of CCC across academic contexts and for students with behavior disorders was discussed. |
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| ISSN: | 1307-9298 1307-9298 |