A meta‐analytic review of the cover‐copy‐compare and variations of this self‐management procedure

Abstract

Studies that examined copy‐cover‐compare (CCC) and variations of this procedure were reviewed and analyzed. This review revealed a substantial number of studies that validated the use of CCC across spelling and math skills and across students with and without disabilities. A meta‐analysis of findings indicated that CCC and variations of this procedure were effective for helping students acquire and become fluent in academic skills. The strongest effects were evident when CCC and variations of this procedure were combined with other evidence‐based instructional components. Limitations, future directions for research, and recommendations for practice are offered. © 2011 Wiley Periodicals, Inc.

A Comparison of Taped-Problem Interventions to Increase Math Fact Fluency: Does the Length of Time Delay Affect Student Learning Rates?

“…To efficiently reach these goals, interventions that result in fluent responding are needed. Fortunately, a variety of math interventions, such as cover, copy, and compare (CCC; McLaughlin & Skinner, 1996;Joseph et al, 2012), taped problems (TP; McCallum et al, 2004), and explicit timing (Clark & Rhymer, 2003;Rhymer, Henington, Skinner, & Looby, 1999), have been empirically shown to increase fluent responding to basic math facts. These interventions are successful largely because they incorporate high rates of active, accurate responding and have been shown to increase fluency across skills, populations, and settings (Skinner, 1998).…”

Social Workers and Rescue Forces in Disaster

“…Cover, copy and compare (CCC) clearly allows individualization to take place (Joseph, Konrad, Cates, Vajcner, Eveligh, & Fishley, 2012;Merritt, McLaughlin, Weber, Derby, & Barretto, 2012;McLaughlin & Skinner, 1996;Skinner, McLaughlin, & Logan, 1997), but there is not any group choral responding with CCC. To implement this would require many procedures to change.…”

Topography and Land Temperature Investigation Using Arc GIS 10

“…They reported that such methods as cover, copy, compare or add-a-word remained highly effective for improving the spelling performance of students with learning disabilities. A meta-analysis of CCC (Joseph, Konrad, Cates, Vajcner, Eveligh, & Fishley, 2012) indicated that spelling was the most common dependent variable employed with this classroom intervention. The most common student population studied has been elementary school students in general as well as special education.…”

“…The CCC instructional method has also generated a great deal of research verification and has been employed across a wide variety of curricular areas and disability designations (Ivicek-Cordes, McLaughlin, Derby, & Higgins, 2012;Joseph et al, 2012;McLaughlin & Skinner, 1996;Skinner, McLaughlin, & Logan, 1997). This self-managed academic intervention, the cover, copy, and compare procedure is student-paced and participant evaluated.…”

“…The most common student population studied has been elementary school students in general as well as special education. Finally, CCC has been implemented by undergraduate students during their preservice training (Carter, McLaughlin, Derby, Schuler, & Everman 2011;Membrey, McLaughlin, Derby, & Antcliff, 2011;Poff, McLaughlin, Derby, & King, 2012;Skarr, McLaughlin, Derby, Meade, & Williams, 2012), and as part of our graduate student research and training (Cieslar, McLaughlin, & Derby, 2007;Murphy, Hern, Williams, & McLaughlin, 1990;Schermerhorn & McLaughlin, 1997), and in the home by parents or family friends (Stading, Williams, & McLaughlin, 1996;Stone, McLaughlin, & Weber, 2002).The CCC instructional method has also generated a great deal of research verification and has been employed across a wide variety of curricular areas and disability designations (Ivicek-Cordes, McLaughlin, Derby, & Higgins, 2012;Joseph et al, 2012;McLaughlin & Skinner, 1996;Skinner, McLaughlin, & Logan, 1997). This self-managed academic intervention, the cover, copy, and compare procedure is student-paced and participant evaluated.…”