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

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

T. F. McLaughlin

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Chelsea Barberio-Kitts

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Jennifer Neyman

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Lauren Worcester

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Holly Cartmell

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Gonzaga University

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

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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.

References

37 Cites in Article

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Funding

No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

Ethical Approval

No ethics committee approval was required for this article type.

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Not applicable for this article.

How to Cite This Article

T. F. McLaughlin. 2014. \u201cThe Effects of a Modified Cover, Copy, Compare on Spelling Third Grade Core Words for a Student with Autism\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 14 (GJHSS Volume 14 Issue G2): .

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GJHSS Volume 14 Issue G2
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Journal Specifications

Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

Keywords

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

Submission ReceivedDecember 7, 2013
Peer Review Double Blind
Handling Editor
Accepted January 2, 2014
Published January 15, 2014

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v1.2

Issue date

April 24, 2014

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Article Matrices

Total Score: 135

Country: United States

Subject: Global Journal of Human-Social Science - G: Linguistics & Education

Authors: Chelsea Barberio-Kitts, T. F. McLaughlin, Jennifer Neyman, Lauren Worcester, Holly Cartmell (PhD/Dr. count: 0)

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Total Downloads: 2402

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