Cognitive Cover, Copy, and Compare

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Abstract
A within-subjects, across-tasks, multiple-baseline design was used to evaluate the effects of a cognitive cover, copy, and compare (C-CCC) intervention on the division fact performance of three elementary students in a self-contained classroom for students with behavioral disorders. Students were trained to look at a division problem and answer, cover the problem and answer, say the problem and answer to themselves (subvocally), uncover the problem and answer, and evaluate their subvocalizations from memory. If students made an error, they were instructed to repeat the procedure with that item, until correct, before proceeding to the next item. The data showed that two of the three students increased their rate of correct responding to mastery level following the C-CCC intervention. The third student required feedback and goal setting to reach mastery level. Assessment data, collected 8 months following the intervention phase, showed that all three students maintained increased rates of correct responding to division facts.