DIFFERENTIAL EFFECTS OF COVER, COPY, AND COMPARE IN SPELLING WITH FOUR HIGH SCHOOL STUDENTS WITH SEVERE BEHAVIOR DISORDERS
Journal Title: Academic Research International - Year 2011, Vol 1, Issue 1
Abstract
The purpose of this study was to evaluate the effects of cover, copy, and compare (CCC) for teachingspelling of commonly used words with four high school students with behavior disorders. CCC is aself-tutoring and managed practice procedure where known and unknown spelling words are taughtusing CCC worksheets, error correction, small individualized word lists, and frequent testing.Practice typically involves students copying a word from a list, and then copying the same wordfrom memory. If the student makes an error, they are required to correctly spell the word againthree times before moving to the next word. The effectiveness of CCC was evaluated withcombination multiple baseline and reversal design. The results indicated that CCC was effective inincreasing the spelling accuracy of 240 commonly used words. However, the reversal proceduregenerated differential effects between the participants. Specifically, the return to baseline was notreplicated for two of the three participants. The CCC procedure required little teacher time ortraining and was an overall success in a special education high school classroom setting.
Authors and Affiliations
Marco Carter, T. McLaughlin, K. Derby, Heidi Schuler, Jessica Everman
Keywords
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