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...

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Bibliographic Details
Main Authors:	Danette Darrow, T. F. McLaughlin, K. Mark Derby, Kathy Johnson
Format:	Article
Language:	English
Published:	Kura Publishing 2012-04-01
Series:	International Electronic Journal of Elementary Education
Subjects:	elementary students with severe behavior disorders spelling core words timing cover copy and compare single case research designs
Online Access:	https://iejee.com/index.php/IEJEE/article/view/208/204

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spelling	doaj-087b08070122483298a1270027e362452020-11-25T02:25:15ZengKura PublishingInternational Electronic Journal of Elementary Education1307-92981307-92982012-04-0142417426Using cover, copy, and compare spelling with and without timing for elementary students with behavior disordersDanette Darrow0T. F. McLaughlin1K. Mark Derby2Kathy Johnson3Gonzaga UniversityGonzaga UniversityGonzaga UniversitySpokane Public SchoolsThe 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.https://iejee.com/index.php/IEJEE/article/view/208/204elementary students with severe behavior disordersspellingcore wordstimingcovercopyand comparesingle case research designs
collection	DOAJ
language	English
format	Article
sources	DOAJ
author	Danette Darrow T. F. McLaughlin K. Mark Derby Kathy Johnson
spellingShingle	Danette Darrow T. F. McLaughlin K. Mark Derby Kathy Johnson Using cover, copy, and compare spelling with and without timing for elementary students with behavior disorders International Electronic Journal of Elementary Education elementary students with severe behavior disorders spelling core words timing cover copy and compare single case research designs
author_facet	Danette Darrow T. F. McLaughlin K. Mark Derby Kathy Johnson
author_sort	Danette Darrow
title	Using cover, copy, and compare spelling with and without timing for elementary students with behavior disorders
title_short	Using cover, copy, and compare spelling with and without timing for elementary students with behavior disorders
title_full	Using cover, copy, and compare spelling with and without timing for elementary students with behavior disorders
title_fullStr	Using cover, copy, and compare spelling with and without timing for elementary students with behavior disorders
title_full_unstemmed	Using cover, copy, and compare spelling with and without timing for elementary students with behavior disorders
title_sort	using cover, copy, and compare spelling with and without timing for elementary students with behavior disorders
publisher	Kura Publishing
series	International Electronic Journal of Elementary Education
issn	1307-9298 1307-9298
publishDate	2012-04-01
description	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.
topic	elementary students with severe behavior disorders spelling core words timing cover copy and compare single case research designs
url	https://iejee.com/index.php/IEJEE/article/view/208/204
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Using cover, copy, and compare spelling with and without timing for elementary students with behavior disorders

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