Cover-Copy-Compare for Multiplication With Students With Emotional and Behavioral Disorders: A Brief Report

Abstract

A multiple-baseline across participants design was used to investigate the effect of the Cover-Copy-Compare (CCC) intervention on multiplication-fact fluency for students with emotional and behavioral disorders (EBD). Although CCC is a well-researched intervention for mathematics, limited research has been conducted with students with EBD even though these students often struggle academically. Results indicate that a functional relation was established between CCC and an improved number of digits correct per minute for multiplication problems for only one of three elementary-age boys with EBD. Tau-U effect sizes ranged from no effect for one participant to a large effect for another participant. The length of the intervention and the initial level of a student’s skills may be related to the effectiveness of CCC for students with EBD and should be explored in future studies.

How to Build Declarative and Procedural Fluency Simultaneously Using Complementary Independent Practice Strategies

“…CCC is a self-managed instructional strategy developed by McGuigan (1975) and C. L. Hansen (1978) to help students improve their spelling and has been used successfully since the mid-1970s to improve students' performance with a variety of other content, including math facts (e.g., Becker et al, 2009;Grafman & Cates, 2010;Poncy et al, 2007;Schrauben & Dean, 2019;Skinner et al, 1991). Researchers have also demonstrated that CCC can be used to improve math fact fluency specifically for students with EBD (e.g., Schrauben & Dean, 2019;Skinner et al, 1993). The effectiveness of CCC may be explained using the learning principles of contiguity, contingency, recency, and frequency (Skinner et al, 1993).…”

Development of Emotional and Behavioral Problems Scale for Adolescents

“…"Mental health difficulties with primary indicators involving inner emotions as opposed to outer conduct" is how emotional problems are described (Sondhi, 2007, p. 34). As opposed to inner feelings and emotions, the definition of behavioral difficulties is mental health problems with principal indicators involving outer behaviors (Schrauben & Dean, 2019). Emotional problems can be defined when as mental health issues with primary indications involving inner emotions as in opposition to the outward behavior (Thackery & Harris, 2003).…”

Practicing Academic Independence: Self-Regulation Strategies for Students with Emotional and Behavioral Disorders

“…One example of an SI approach mentioned in the Popham et al (2018) review is Cover-Copy-Compare (CCC). CCC is a cognitive strategy effective in helping students, including those with EBD, self-regulate their own learning while engaging in academic tasks (Cook & Cook, 2013;Konrad & Joseph, 2013;Schrauben & Dean, 2019). The CCC strategy includes modeling, high rates of correct responding, practice, and corrective feedback, and it is used to teach both academic and self-management skills.…”