IMPLEMENTING AND EVALUATING COVER, COPY, AND COMPARE SPELLING FOR A PRIMARY STUDENT WITH AUTISM: A CASE REPORT

The purpose of this study was to determine if a cover, copy and, compare (CCC) spelling program was appropriate to teach spelling to a young student with autism. The participant was a 9 yearold-female with autism. The research was carried out in a self-contained special education room in a public school. The dependent variables were the number of correct and error words on daily spelling tests. The results indicated that CCC was an effective program for teaching a young child with autism to spell. The participant’s corrects increased and errors declined. These differences were statistically significant. The applicability of using cover, copy, and compare for young students with autism was discussed.