Cognitive Cover, Copy, and Compare: Subvocal Responding to Increase Rates of Accurate Division Responding
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 tr...
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| Veröffentlicht in: | Remedial and special education 1993-01, Vol.14 (1), p.49-56 |
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| container_end_page | 56 |
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| container_issue | 1 |
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| container_title | Remedial and special education |
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| creator | Skinner, Christopher H. Bamberg, Harold W. Smith, Emily S. Powell, Susan S. |
| description | 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. |
| doi_str_mv | 10.1177/074193259301400107 |
| format | Article |
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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. 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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.</description><subject>Arithmetic</subject><subject>Behavior Disorders</subject><subject>Behaviour disordered children</subject><subject>Cover Copy and Compare</subject><subject>Division</subject><subject>Drills (Practice)</subject><subject>Education</subject><subject>Elementary Education</subject><subject>Elementary schools</subject><subject>Instructional Effectiveness</subject><subject>Learning Strategies</subject><subject>Maintenance</subject><subject>Mathematics Instruction</subject><subject>Student Reaction</subject><subject>Study Skills</subject><subject>Teaching Methods</subject><subject>USA</subject><issn>0741-9325</issn><issn>1538-4756</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1993</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNp9kEtLw0AUhQdRsFb_gLgoLnTT2LnznqWE-qLgRtfDJLkpKW0SZ9pC_71TIm4EV-deznfO4hByDfQBQOsZ1QIsZ9JyCoJSoPqEjEBykwkt1SkZHYHsSJyTixhXNDHasBG5zbtl22ybPU7ybo9hmqQ_TCe-rdK16X3AS3JW-3XEqx8dk8-n-Uf-ki3en1_zx0VWcsa2WWE9FJJJU9SKYVFWVmONHJivLBjLgQtWFxXK9BtBFZMVQOWN4LJShko-JvdDbx-6rx3Grds0scT12rfY7aLTQoECTmki7_4lpdYKBPAEsgEsQxdjwNr1odn4cHBA3XE493e4FLoZQhia8jcwfxPSCmWSPRvs6JfoVt0utGmV_wq_Ab9_c68</recordid><startdate>19930101</startdate><enddate>19930101</enddate><creator>Skinner, Christopher H.</creator><creator>Bamberg, Harold W.</creator><creator>Smith, Emily S.</creator><creator>Powell, Susan S.</creator><general>SAGE Publications</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7TK</scope></search><sort><creationdate>19930101</creationdate><title>Cognitive Cover, Copy, and Compare</title><author>Skinner, Christopher H. ; Bamberg, Harold W. ; Smith, Emily S. ; Powell, Susan S.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c322t-b9a1b5258bf62ebcd97efe312ad918931342fbde5ad9840625d11da8435d68053</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1993</creationdate><topic>Arithmetic</topic><topic>Behavior Disorders</topic><topic>Behaviour disordered children</topic><topic>Cover Copy and Compare</topic><topic>Division</topic><topic>Drills (Practice)</topic><topic>Education</topic><topic>Elementary Education</topic><topic>Elementary schools</topic><topic>Instructional Effectiveness</topic><topic>Learning Strategies</topic><topic>Maintenance</topic><topic>Mathematics Instruction</topic><topic>Student Reaction</topic><topic>Study Skills</topic><topic>Teaching Methods</topic><topic>USA</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Skinner, Christopher H.</creatorcontrib><creatorcontrib>Bamberg, Harold W.</creatorcontrib><creatorcontrib>Smith, Emily S.</creatorcontrib><creatorcontrib>Powell, Susan S.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Neurosciences Abstracts</collection><jtitle>Remedial and special education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Skinner, Christopher H.</au><au>Bamberg, Harold W.</au><au>Smith, Emily S.</au><au>Powell, Susan S.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ459468</ericid><atitle>Cognitive Cover, Copy, and Compare: Subvocal Responding to Increase Rates of Accurate Division Responding</atitle><jtitle>Remedial and special education</jtitle><date>1993-01-01</date><risdate>1993</risdate><volume>14</volume><issue>1</issue><spage>49</spage><epage>56</epage><pages>49-56</pages><issn>0741-9325</issn><eissn>1538-4756</eissn><coden>RASEEN</coden><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. 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| ispartof | Remedial and special education, 1993-01, Vol.14 (1), p.49-56 |
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| source | Access via SAGE; Applied Social Sciences Index & Abstracts (ASSIA); Alma/SFX Local Collection |
| subjects | Arithmetic Behavior Disorders Behaviour disordered children Cover Copy and Compare Division Drills (Practice) Education Elementary Education Elementary schools Instructional Effectiveness Learning Strategies Maintenance Mathematics Instruction Student Reaction Study Skills Teaching Methods USA |
| title | Cognitive Cover, Copy, and Compare: Subvocal Responding to Increase Rates of Accurate Division Responding |
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