Using cover, copy, and compare spelling with and without timing for elementary students with behavior disorders
Keywords:
elementary students with severe behavior disorders, spelling, core words, timing, cover, copy and compare, single case research designsAbstract
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.
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References
Carter, M., McLaughlin, T. F., Derby, K. M. Schuler, H., & Everman, J. (2011). Differential effects of cover,
copy, and compare in spelling with four high school students with severe behavior disorders.
Academic Research International, 1, 44-52. Retrieved from: http://www.journals.savap. org.pk/
issue.html
Cates, G. L., Dunne, M., Erkfritz, K. N., Kivisto, A., Lee, N., & Wierzbicki, J. (2007).
Differential effects of two spelling procedures on acquisition, maintenance, and adaptation to reading.
Journal of Behavioral Education, 16, 70-81.
Cieslar, W., McLaughlin, T. F., & Derby, K. M. (2008). Effects of the copy, cover, and compare procedure
on the math and spelling performance of a high school student with behavioral disorder: A case
study. Preventing School Failure, 52(4), 45-51.
Graham, S., Harris, K. R., & Fink-Chorzempa, B. (2002). Contributions of spelling instruction to the
spelling, writing, and reading of poor spellers. Journal of Educational Psychology, 94, 669-686.
Graham, S., Harris, K. R., Fink-Chorzempa, B., & Adkins, M. (2004). Extra spelling instruction promotes
better spelling, writing, and reading performance right from the start. In A. Pincus (Ed.), Tips from
the experts: A compendium of advice on literacy instruction from educators and researchers. Long
Valley, NJ: NJIDA.
Karagiannakis, A. (2010). Classwide peer tutoring: Social status and self-concept of boys with and
without behavior problems. Dissertation Abstracts International Section A, 70.
Kazdin, A. E. (2010). Single-case research designs: Methods for clinical and applied settings (2nd ed.). New
York: Oxford University Press.
Mayfield, K. H., Glenn, I. M., & Vollmer, T. R. (2008). Teaching spelling through prompting and review
procedures using computer-based instruction. Journal of Behavioral Education, 17, 303-312.
Membrey, A., McLaughlin, T. F., Derby, K. M., & Antcliff, C. (2011). A modification of cover, copy, and
compare in spelling for three middle school students with multiple disabilities. International
Journal of Social Science and Education, 1(4), 491-505. Retrieved from:
http://advasol.net/?q=node/19
McLaughlin, T. F., & Skinner, C. H., (1996). Improving academic performance through selfmanagement:
Cover, copy, and compare. Intervention in School and Clinic, 32, 113–119.
McLaughlin, T. F., Weber, K. P., & Barretto, A. (2004). Spelling: Academic interventions. In T. S. Watson
& C. H. Skinner (Eds.), Encyclopedia of school psychology (pp. 317-320). New York, NY: Kluwer
Academic/Plenum Publishers.
Miller, A. D., Hall, S. W., & Heward, W. L. (1995). Effects of sequential 1-minute time trials with and
without inter-trial feedback and self-correlation on general and special education students'
fluency with math facts. Journal of Behavioral Education, 5, 319-345.
Murphy, J. F., Hern, C. L., Williams, R. L., & McLaughlin, T. F. (1990). The effects of the copy, cover, and
compare approach in increasing spelling accuracy with learning disabled students.
Contemporary Educational Psychology, 15, 378-386.
Rhymer, K. N., Dittmer, K. I., Skinner, C. H., & Jackson, B. (2000). Effectiveness of a multi-component
treatment for improving mathematics fluency. School Psychology Quarterly, 15, 40-51.
Rhymer, K. N., Henington, C., Skinner, C. H., & Looby, E. J. (1999). The effects of explicit timing on
mathematics performance in second-grade Caucasian and African American students. School
Psychology Quarterly, 14, 397-407.
Rhymer, K. N., Skinner, C. H., Henington, C., D'Reaux, R. A., & Sims, S. (1998). Effects of explicit timing on
mathematics problem completion rates in African-American third-grade elementary students.
Journal of Applied Behavior Analysis, 31, 673-677.
Rhymer, K. N., Skinner, C. H., Jackson, S., McNeill, S., Smith, T., & Jackson, B. (2002). The 1-minute explicit
timing intervention: The influence of mathematics problem difficulty. Journal of Instructional
Psychology, 29, 305-311.
Santoro, L., Coyne, M. D., & Simmons, D. C. (2006). The reading-spelling connection: Developing and
evaluating a beginning spelling intervention for children at risk of reading disability. Learning
Disabilities Research & Practice, 21, 122-133.
Skarr, A., McLaughlin, T. F., Derby, K. M., Meade, K., & Williams, R. L. (in press). A comparison of direct
instruction flashcards and cover, copy, compare to teach spelling to elementary school students.
Academic Research International, 2(2). Retrieved from: http://174.36.46.112/ ~savaporg/ journals
/issue.html
Skinner, C. H., Belfiore, P. J., & Pierce, N. (1992). Cover, copy, and compare: Increasing geography
accuracy in students with behavior disorders. Schools Psychology Review, 21, 73-81.
Skinner, C. H., Fletcher, P. A., & Henington, C. (1996). Increasing learning rates by increasing student
response rates: A summary of research. School Psychology Quarterly, 11, 313-325.
Skinner, C. H., McLaughlin, T. F., & Logan, P. (1997). Cover, copy, and compare: A self-managed
academic intervention effective across skills, students, and settings. Journal of Behavioral
Education, 7, 295-306.
Stading, M., Williams, R. L., & McLaughlin, T. F. (1996). Effects of copy, cover, and compare procedure
on multiplication facts mastery with a third grade girl with learning disabilities in a home setting.
Education & Treatment of Children, 19, 425-434.
Swanson, H. L., & Greenwood, C. R. (1996). Drill-repetition-practice as effective strategies for students
with learning disabilities: Research on the practices and behavior of effective teachers at the
Juniper Gardens Children's Project: Implications for the education of diverse learners. In H. L.
Swanson (Ed.). Research on classroom ecologies: Implications for inclusion of children with learning
disabilities (pp. 39-86). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Van Houten, R., & Thompson, C. (1976) The effects of explicit timing on math performance. Journal of
Applied Behavior Analysis, 9, 227-230.
Van Houten, R., Hill, S. & Parson, M. (1975). An analysis of a performance feedback system: The effects
of timing and feedback, public posting and praise upon academic performance and peer
interaction. Journal of Applied Behavior Analysis, 8, 449-457.
Wanzek, J., Vaughn, S., Wexler, J., Swanson, E. A., Edmonds, M., & Kim, A. (2006). A synthesis of spelling
and reading interventions and their effects on the spelling outcomes of students with LD. Journal
of Learning Disabilities, 39, 528-543.
Wissick, C. A. (2005). Written language: When to consider technology. Technology in Action, 1(6), 1-12.
Woodcock, R. W., McGrew, W. S., & Mather, N. (2008). Woodcock Johnson Tests of Achievement (WJ III).
Rolling Meadows, IL: Riverside Publishing Company.
copy, and compare in spelling with four high school students with severe behavior disorders.
Academic Research International, 1, 44-52. Retrieved from: http://www.journals.savap. org.pk/
issue.html
Cates, G. L., Dunne, M., Erkfritz, K. N., Kivisto, A., Lee, N., & Wierzbicki, J. (2007).
Differential effects of two spelling procedures on acquisition, maintenance, and adaptation to reading.
Journal of Behavioral Education, 16, 70-81.
Cieslar, W., McLaughlin, T. F., & Derby, K. M. (2008). Effects of the copy, cover, and compare procedure
on the math and spelling performance of a high school student with behavioral disorder: A case
study. Preventing School Failure, 52(4), 45-51.
Graham, S., Harris, K. R., & Fink-Chorzempa, B. (2002). Contributions of spelling instruction to the
spelling, writing, and reading of poor spellers. Journal of Educational Psychology, 94, 669-686.
Graham, S., Harris, K. R., Fink-Chorzempa, B., & Adkins, M. (2004). Extra spelling instruction promotes
better spelling, writing, and reading performance right from the start. In A. Pincus (Ed.), Tips from
the experts: A compendium of advice on literacy instruction from educators and researchers. Long
Valley, NJ: NJIDA.
Karagiannakis, A. (2010). Classwide peer tutoring: Social status and self-concept of boys with and
without behavior problems. Dissertation Abstracts International Section A, 70.
Kazdin, A. E. (2010). Single-case research designs: Methods for clinical and applied settings (2nd ed.). New
York: Oxford University Press.
Mayfield, K. H., Glenn, I. M., & Vollmer, T. R. (2008). Teaching spelling through prompting and review
procedures using computer-based instruction. Journal of Behavioral Education, 17, 303-312.
Membrey, A., McLaughlin, T. F., Derby, K. M., & Antcliff, C. (2011). A modification of cover, copy, and
compare in spelling for three middle school students with multiple disabilities. International
Journal of Social Science and Education, 1(4), 491-505. Retrieved from:
http://advasol.net/?q=node/19
McLaughlin, T. F., & Skinner, C. H., (1996). Improving academic performance through selfmanagement:
Cover, copy, and compare. Intervention in School and Clinic, 32, 113–119.
McLaughlin, T. F., Weber, K. P., & Barretto, A. (2004). Spelling: Academic interventions. In T. S. Watson
& C. H. Skinner (Eds.), Encyclopedia of school psychology (pp. 317-320). New York, NY: Kluwer
Academic/Plenum Publishers.
Miller, A. D., Hall, S. W., & Heward, W. L. (1995). Effects of sequential 1-minute time trials with and
without inter-trial feedback and self-correlation on general and special education students'
fluency with math facts. Journal of Behavioral Education, 5, 319-345.
Murphy, J. F., Hern, C. L., Williams, R. L., & McLaughlin, T. F. (1990). The effects of the copy, cover, and
compare approach in increasing spelling accuracy with learning disabled students.
Contemporary Educational Psychology, 15, 378-386.
Rhymer, K. N., Dittmer, K. I., Skinner, C. H., & Jackson, B. (2000). Effectiveness of a multi-component
treatment for improving mathematics fluency. School Psychology Quarterly, 15, 40-51.
Rhymer, K. N., Henington, C., Skinner, C. H., & Looby, E. J. (1999). The effects of explicit timing on
mathematics performance in second-grade Caucasian and African American students. School
Psychology Quarterly, 14, 397-407.
Rhymer, K. N., Skinner, C. H., Henington, C., D'Reaux, R. A., & Sims, S. (1998). Effects of explicit timing on
mathematics problem completion rates in African-American third-grade elementary students.
Journal of Applied Behavior Analysis, 31, 673-677.
Rhymer, K. N., Skinner, C. H., Jackson, S., McNeill, S., Smith, T., & Jackson, B. (2002). The 1-minute explicit
timing intervention: The influence of mathematics problem difficulty. Journal of Instructional
Psychology, 29, 305-311.
Santoro, L., Coyne, M. D., & Simmons, D. C. (2006). The reading-spelling connection: Developing and
evaluating a beginning spelling intervention for children at risk of reading disability. Learning
Disabilities Research & Practice, 21, 122-133.
Skarr, A., McLaughlin, T. F., Derby, K. M., Meade, K., & Williams, R. L. (in press). A comparison of direct
instruction flashcards and cover, copy, compare to teach spelling to elementary school students.
Academic Research International, 2(2). Retrieved from: http://174.36.46.112/ ~savaporg/ journals
/issue.html
Skinner, C. H., Belfiore, P. J., & Pierce, N. (1992). Cover, copy, and compare: Increasing geography
accuracy in students with behavior disorders. Schools Psychology Review, 21, 73-81.
Skinner, C. H., Fletcher, P. A., & Henington, C. (1996). Increasing learning rates by increasing student
response rates: A summary of research. School Psychology Quarterly, 11, 313-325.
Skinner, C. H., McLaughlin, T. F., & Logan, P. (1997). Cover, copy, and compare: A self-managed
academic intervention effective across skills, students, and settings. Journal of Behavioral
Education, 7, 295-306.
Stading, M., Williams, R. L., & McLaughlin, T. F. (1996). Effects of copy, cover, and compare procedure
on multiplication facts mastery with a third grade girl with learning disabilities in a home setting.
Education & Treatment of Children, 19, 425-434.
Swanson, H. L., & Greenwood, C. R. (1996). Drill-repetition-practice as effective strategies for students
with learning disabilities: Research on the practices and behavior of effective teachers at the
Juniper Gardens Children's Project: Implications for the education of diverse learners. In H. L.
Swanson (Ed.). Research on classroom ecologies: Implications for inclusion of children with learning
disabilities (pp. 39-86). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Van Houten, R., & Thompson, C. (1976) The effects of explicit timing on math performance. Journal of
Applied Behavior Analysis, 9, 227-230.
Van Houten, R., Hill, S. & Parson, M. (1975). An analysis of a performance feedback system: The effects
of timing and feedback, public posting and praise upon academic performance and peer
interaction. Journal of Applied Behavior Analysis, 8, 449-457.
Wanzek, J., Vaughn, S., Wexler, J., Swanson, E. A., Edmonds, M., & Kim, A. (2006). A synthesis of spelling
and reading interventions and their effects on the spelling outcomes of students with LD. Journal
of Learning Disabilities, 39, 528-543.
Wissick, C. A. (2005). Written language: When to consider technology. Technology in Action, 1(6), 1-12.
Woodcock, R. W., McGrew, W. S., & Mather, N. (2008). Woodcock Johnson Tests of Achievement (WJ III).
Rolling Meadows, IL: Riverside Publishing Company.
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Published
2017-08-23
How to Cite
Darrow, D., McLaughlin, T. F., Derby, K. M., & Johnson, K. (2017). Using cover, copy, and compare spelling with and without timing for elementary students with behavior disorders. International Electronic Journal of Elementary Education, 4(2), 417–426. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/208
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