Cover, Copy, and Compare: A self-managed academic intervention effective across skills, students, and settings

Journal of Behavioral Education

Volumn 7, Issue 3, 1997, Pages 295-306

  Skinner, Christopher H ^a,c   McLaughlin, T F ^b   Logan, Pat ^a  

^a MISSISSIPPI STATE UNIVERSITY   (United States)

^b GONZAGA UNIVERSITY   (United States)

^c Department of Counselor Education and Educational Psychology ^*  (United States)

Author keywords

Academic skills; Ecological validity; Efficiency; Generalization; Self management

Indexed keywords

EID: 0039225109     PISSN: 10530819     EISSN: 15733513     Source Type: Journal    
DOI: 10.1023/A:1022823522040     Document Type: Article

References (48)

1. Albers, A. E., & Greer, R. D. (1991). Is the three-term contingency trial a predicator of effective instruction. Journal of Behavioral Education, 1, 337-354.
2. Bybee, J., & Zigler, E. (1992). Is outerdirectedness employed in a harmful or beneficial manner by students with and without mental retardation? American Journal of Mental Retardation, 96, 512-521.
3. Cipani, E., & McLaughlin, T. F. (1981). Instructional materials for the use of an academic positive practice overcorrection procedure. Journal for Special Educator, 17, 158-161.
4. Cuvo, A. J., Ashley, K. M., Marso, K. J., Zhang, B. J., & Fry, T. A. (1995). Effect of response practice variables on learning spelling and sight vocabulary. Journal of Applied behavior Analysis, 28, 155-173.
5. Deno, S., & Mirkin, R. K. (1977). Data-based program modification: A manual. Reston, VA: The Council for Exceptional Children.
6. Derr, T. F., & Shapiro, E. S. (1989). A-behavioral evaluation of curriculum-based assessment of reading. Journal of Psychoeducational Assessment, 7, 148-160.
7. Elliott, S. N. (1988). Acceptability of behavioral treatments in educational settings. In J. C. Witt, S. N. Elliott, & F. M. Gresham (Eds.), Handbook of behavior therapy in education (pp. 121-150). New York: Plenum.
8. Forness, S. R., & Kavale, K. A. (1991). School psychologists' roles and functions: Integration into the regular classroom. In G. Stoner, M. R. Shinn, & H. M. Walker (Eds.), Interventions for achievement and behavior problems (pp. 21-36). Washington DC: National Association of School Psychologist.
9. Foxx, R. M., & Jones, J. R. (1978). A remediation program for increasing the spelling achievement of elementary and junior high school students. Behavior Modification, 2, 211-230.
10. Greenwood, C. R., Delquadri, J., & Hall, R. V. (1984). Opportunity to respond and student academic performance. In W. L. Heward, T. L. Heron, J. Trap-Porter, & D. S. Hill (Eds.), Focus on applied behavior analysis in education (pp. 58-88). Columbus, OH: Merrill.
11. Hansen, C. L. (1978). Writing skills, In N. G. Haring, T. C. Lovitt, M. D. Eaton, & C. L. Hansen (Eds.), The fourth R: Research in the classroom (pp. 93-126). London: Merrill.
12. Haring, N. G., & Eaton, M. D. (1978). Systematic instructional procedures: An instructional hierarchy. In N. G. Haring, T. C. Lovitt, M. D. Eaton, & C. L. Hansen (Eds.), The fourth R: Research in the classroom (pp. 23-40). Columbus, OH: Merrill.
13. Ivarie, J. J. (1986). Effects of proficiency rates on later performance of a recall and writing behavior. Remedial & Special Education, 7, 25-30.
14. Johnson, K. R., & Layng, T. V. J. (1994). The morningside model of generative instruction. In R. Gardner III, D. M. Sainato, J. O. Cooper, T. E. Heron, W. L. Heward, J. W. Eshelman, & T. A. Grassi (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 173-197). Pacific Grove, CA: Brooks/Cole.
15. McAuley, S. M. & McLaughlin, T. F. (1992). Comparison of add-a-word and compuspell programs with low-achieving students. Journal of Educational Research 85, 362-369.
16. McGuigan, C. A. (1975). The add-a-word spelling program (Working Paper No. 53). Experimental Education Unit, Seattle, WA: University of Washington.
17. McLaughlin, T. F. (1976). Self-control in the classroom. Review of Educational Research, 46, 631-663
18. McLaughlin, T. F., Mabee, S. W., Byram, B., & Reiter, S. (1987). Effects of academic positive practice and response cost on writing legibility of behaviorally disordered and learning disabled junior high school students. Journal of Child and Adolescent Psychotherapy, 4, 216-272.
19. McLaughlin, T. F., Mabee, W. S., Reiter, S. M., & Byram, B. (1991). An analysis and replication of the add-a-word spelling program with mildly handicapped middle school students. Journal of Behavioral Education, 1, 413-426.
20. Mercer, C. D., & Snell, M. E. (1977). Learning theory research in mental retardation: Implications for teaching. Columbus, OH: Merrill.
21. Murphy, J. E., Hern, C. L., Williams, R. L., & McLaughlin, T. F. (1990). The effects of the Cover, Copy, and Compare approach in increasing spelling accuracy with learning disabled students. Contemporary Educational Psychology, 15, 379-386.
22. Nelson, R. O. (1981). Theoretical explanations for self-monitoring. Behavior Modification, 3-14.
23. Ollendick, T. H., Matson, J. L., Esveldt-Dawson, K., & Shapiro, E. S. (1980). Increasing spelling achievement: An analysis of treatment procedures utilizing an alternating treatments design. Journal of Applied Behavior Analysis, 13, 646-654.
24. Pellegrino, J. W., & Goldman, S. R. (1987). Information processing and elementary mathematics. Journal of Learning Disabilities, 20, 23-32, 57.
25. Piersel, W. C., & Gutkin, T. B. (1983). Resistance to school-based consultation: A behavior analysis of the problem. Psychology in the Schools, 20, 311-319.
26. Pratt-Struthers, J. P., Bartalamay, H. R., Bell, S., & McLaughlin, T. F. (1994). An analysis of the add-a-word spelling program and public posting across three categories of children with special needs. Reading Improvement, 31, 28-36.
27. Rasinski, T. V. (1990). Effects of repeated reading and Hstening-while-reading on reading fluency. Journal of Educational Research, 83, 147-150.
28. Russell, R. L., & Ginsburg, H. P. (1984). Cognitive analysis of children's mathematics difficulties. Cognition and Instruction, 1, 217-244.
29. Schermerhorn, P. K., & McLaughlin, T. F. (1997). Effects of the add-a-word spelling program on test accuracy, grades, and retention of spelling words with 5th and 6th grade regular education students. Child and Family Behavior Therapy, 19(1), 23-35.
30. Scruggs, T. E., & Mastropieri, M. A. (1985). The first decade of the journal, Behavioral Disorders: A quantitative evaluation. Behavioral Disorders, 11, 52-59.
31. Skinner, C. H. (1996, March). Trend analysis of school psychology research over the past 10 years. Presented at the Annual Convention of the National Association for School Psychologists, Atlanta.
32. Skinner, C. H., Bamberg, H. W., Smith, E. S., & Powell, S. S. (1993). Cognitive, cover, copy, and compare: Subvocal responding to increase rates of accurate division responding. Remedial & Special Education, 14, 49-56.
33. Skinner, C. H., Belfiore, P. J., Mace, H. W., Williams, S., & Johns, G. A. (in press). Altering response topography to increase response efficiency and learning rates. School Psychology Quarterly.
34. Skinner, C. H., Belfiore, P. J., & Pierce, N. (1992). Cover, copy, and compare: Increasing geography accuracy in students with behavior disorders. School Psychology Review, 21, 73-81,
35. Skinner, C. H., Belfiore, P. J., & Watson, T. S. (1995). Assessing the relative effects of interventions in students with mild disabilities: Assessing instructional time. Assessment in Rehabilitation and Exceptionality, 2, 207-220.
36. Skinner, C. H., Ford, J. M., & Yunker, B. D. (1991). A comparison of instructional response requirements on the multiplication performance of behaviorally disordered students. Behavioral Disorders, 17, 56-65.
37. Skinner, C. H., & Schock, H. H. (1995). Assessing mathematics skills. In A. Thomas, & J. Grimes (Eds.) Best practices in school psychology (pp. 731-740). Washington, DC: The National Association of School Psychologists.
38. Skinner, C. H., & Shapiro, E. S. (1989). A comparison of taped-words and drill interventions on reading fluency in adolescents with behavior disorders. Education and Treatment of Children, 12, 123-133.
39. Skinner, C. H., Shapiro, E. S., Turco, T. L., Cole, C. L., & Brown, D. K. (1992). A comparison of self and peer-delivered Immediate corrective feedback on multiplication performance. Journal of School Psychology, 30, 101-116.
40. Skinner, C. H., & Smith, E. S., (1992). Issue surrounding the use of self-management interventions for increasing academic performance. School Psychology Review, 32, 202-210.
41. Skinner, C. H., Turco, T. L., Beatty, K. L., & Rasavage, C. (1989). Cover, copy, and compare: A method for increasing multiplication performance. School Psychology Review, 18, 412-420.
42. Stading, M., Williams, R. L., & McLaughlin, T. F. (1996). Effects of copy, cover, and compare procedure on multiplication facts mastery with a third grade girl with learning disabilities in a home setting. Education and Treatment of Children, 19, 425-434.
43. Strein, W. (1987). Need versus deeds: The unfulfilled research potential in school psychology. Journal of School Psychology, 25, 3-13.
44. Swanson, H. L., & Trahan, M. (1986). Characteristics of frequently cited articles in learning disabilities. Journal of Special Education, 20, 167-192.
45. Turco, T. L., & Elliott, S. N. (1986). Assessment of students' acceptability ratings of teacher-initiated interventions for classroom misbehavior. Journal of School Psychology, 24, 277-283.
46. Van Houten, R. (1984). Setting up performance feedback systems in the classroom. In W. L. Heward, T. E. Heron, J. Trap-Porter, & D. S. Hill (Eds.). Focus on applied behavior analysis in education (pp. 112-125). Columbus, OH: Merrill.
47. Witt, J, G., Elliott, S. N., & Martens, B. K. (1984). Acceptability of behavioral interventions used in classrooms: The influence of amount of teacher time, severity of behavior problem, and type of intervention. Behavioral Disorders, 10, 95-104.
48. Workman, E. A., & Katz, A. M. Teaching behavioral self-control to students (2nd ed.). Austin, TX: Pro-Ed.