The Effects of a Modified Cover, Copy, Compare on Spelling Third Grade Core Words for a Student with Autism

T. F. McLaughlin; Jennifer Neyman; Lauren Worcester

Authors

T. F. McLaughlin
Jennifer Neyman
Lauren Worcester

Keywords:

autism, cover, copy, compare, spelling, self-contained classroom, non-concurrent multiple baseline design, elementary student

Abstract

Since cover, copy, compare (CCC) has not been widely implemented for students with autism, one purpose of this study was to evaluate the effectiveness of modified (CCC) on spelling third grade core words for an elementary school student with autism (ASD). This study adds to the literature by having the participant trace the first time she wrote a word using CCC, the form on which the student wrote her words was modified so she could not view her previous performance. The present case report provides a replication of employing CCC with a student with autism. This intervention required the student to trace the spelling word, copy it, cover it, write it from memory, then compare the copied word to the original correct model. The effectiveness of CCC was assessed using a non-concurrent multiple-baseline across word sets. The results indicated that the intervention was successful for teaching spelling words to a single student with autism in a self-contained special education classroom setting. The use of a modified CCC with students with autism was discussed.

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How to Cite

The Effects of a Modified Cover, Copy, Compare on Spelling Third Grade Core Words for a Student with Autism. (2014). Global Journal of Human-Social Science, 14(G2), 1-10. https://socialscienceresearch.org/index.php/GJHSS/article/view/1142

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References

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