A Comparison of Instructional Response Requirements on the Multiplication Performance of Behaviorally Disordered Students

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Abstract
This study investigated the interaction between the topography and the rates or numbers of responses occasioned by an academic intervention. An adapted alternating treatments design was used to compare the effects of two cover, copy, and compare (CCC) interventions, one requiring written responses (WCCC) and the other requiring verbal responses (VCCC), on the written multiplication performance of two elementary school students. Equal amounts of time were allotted for the interventions. Although WCCC and assessment required written responses and VCCC required verbal responses, VCCC resulted in greater increases in written multiplication performance than WCCC for both subjects. VCCC also occasioned more than twice the number of opportunities to respond than WCCC. These results demonstrated how the CCC intervention could be improved by altering the topography of the required responses.