THE EFFECTS OF COVER, COPY, AND COMPARE SPELLING EMPLOYING REREADING, SOUNDING OUT, AND STUDENT SELECTED REWARDS FOR TWO STUDENTS WITH MILD INTELLECTUAL DISABILITIES

The purpose of this study was to increase accuracy and reach mastery in appropriately leveled spelling words for two male intermediate elementary school students in a self-contained special classroom. The dependent variable was the percent correct on in-class spelling tests. The effects of the cover, copy, and compare (CCC) procedure with student-selected rewards were evaluated in a multiple baseline across students. The results showed an increase in correct spelling when CCC with student-selected rewards was employed. When retention was assessed at the end of data collection, there was only a small decline in student accuracy in spelling. The use of a whole group consequence for carrying out the procedures correctly, made the process quite favorable for the entire class. The benefits and issues regarding the use of CCC for spelling mastery and response maintenance are discussed.