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
Keywords:
cover, copy, and compare, spelling, autism, behavior disorders, written communication, self-contained classroom, maintenance of performanceAbstract
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.
