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ARTICLES

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

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Pages 93-110 | Received 30 Jul 2010, Accepted 25 Oct 2010, Published online: 07 Jun 2012
 

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.

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.

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