THE USE OF COVER, COPY, COMPARE PROCEDURE TO TEACH SPELLING WORDS WITH A HIGH SCHOOL STUDENT ENROLLED IN A BEHAVIOR INTERVENTION SPECIAL EDUCATION CLASSROOM: A BRIEF REPORT AND PARTIAL REPLICATION

The purpose of this brief report was to determine if a high school student diagnosed with a learning disability and behavior disorders could benefit from using a copy, cover, and compare (CCC) procedure in spelling. The dependent variable was the number words spelled correctly. A reversal design was employed to evaluate the effectiveness of CCC. The outcomes demonstrated a positive relationship between the CCC procedures and increased spelling accuracy. Employing the CCC procedure in a high school special education was cost effective and required only average preparation.