Effects of the Copy-Cover-Compare Strategy on Acquisition, Maintenance, and Generalization of Spelling Sight Words for Elementary Students With Attention Deficit/Hyperactivity Disorder

Abstract

Students with attention deficit/hyperactivity disorder (ADHD) often struggle with spelling. Research shows this population benefits from self-management interventions, structured practice opportunities, and immediate feedback—all components of the copy-cover-compare strategy. This empirical investigation used a multiple-baseline experimental design to determine the effects of the copy-cover-compare strategy on acquisition, generalization, and maintenance of spelling words for four students with ADHD in Grades 1 through 3. Results showed a functional relation between copy-cover-compare and mastery, maintenance, and generalization of three sets of spelling words for each student. Limitations, implications for practice, and suggestions for future research are discussed.

KEYWORDS:

• ADHD
• self-management
• spelling

Notes

Note. ADHD = attention deficit/hyperactivity disorder; SLD = specific learning disability; ODD = oppositional defiant disorder; SST = social skills training; OT = occupational therapy.

^a Comprehensive Test of Nonverbal Intelligence.

^b Kaufman Assessment Battery for Children (2nd ed.).

^c Weschler Intelligence Scale for Children (4th ed.).

^d Kaufman Brief Intelligence Test (2nd ed.).

^e Weschler Individual Achievement Test.

Note. CCC = copy-cover-compare.