THE USE OF COVER, COPY, AND COMPARE TO IMPROVE SPELLING WITH A MIDDLE SCHOOL STUDENT IN A BEHAVIOR INTERVENTION CLASSROOM

In this research project we examined the effects of employing the cover, copy, and compare selfmanagement method in spelling. The participant was a seventh grade male with severe behavior disorders. Data were collected in a self-contained special education classroom. We employed a multiple baseline design across three word sets. Overall, our outcomes indicated a statistically significant improvement in spelling when cover, copy, and compare was implemented. The procedures were easy to implement and data collection fitting well into the classroom routines. Both classroom benefits of cover, copy, and compare as evidence-based practice was discussed.