USING AND EVALUATING COVER, COPY, AND COMPARE WITH A 4TH GRADE STUDENT WITH AUTISM: A CASE STUDY WITH BRIEF MEASURES OF MAINTENANCE OF TREATMENT EFFECTS OVER TIME
- Authors
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BRITTANY WEBER
Author
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T. F. MCLAUGHLIN
Author
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MEGAN COZZA
Author
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TISHA MILLERSMITH
Author
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- Keywords:
- cover, copy, and compare, spelling, autism, behavior disorders, written communication, self-contained classroom, maintenance of performance
- Abstract
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The purpose of this study was to evaluate the effectiveness of cover, copy,
and compare (CCC) on spelling accuracy with a single student with autism. CCC is a
student-managed procedure that teaches discrete skills through self-tutoring and error
correction. The effectiveness of CCC was evaluated using a multiple baseline and
multiple probe design. The results indicated that CCC was effective in teaching a
single student with autism his spelling words. A maintenance of treatment gains
showed differential effects. The CCC method was easy to implement and employ in
the classroom. Issues related to maintenance of treatment effects were discussed. - Downloads
- Published
- 2013-10-14
- Issue
- Vol. 2 No. 4 (2013)
- Section
- Articles