Abstract

Cover-Copy-Compare (CCC) has been identified as an empirically supported and socially valid intervention for promoting math fact fluency across instructional settings. However, limited research has investigated the effectiveness of CCC as a math fact fluency intervention within the setting IV environment with even fewer studies including behavioral measures as a dependent variable. Therefore, this study investigated the effects of CCC as a math fact fluency intervention with four 4th-6th grade students within the setting IV environment with math fluency deficits. Using a multiple baseline across participants design, baseline levels of digits correct per minute (DCPM) and on-task behavior were compared across each intervention phase for each participant. All four participants demonstrated higher DCPM on average during the intervention phase and a significant effect was found for three out of the four participants. Although on-task behavior was higher on average during the intervention phase for all four participants, a significant effect was found for only one of the participants. Overall, this study suggests that CCC can increase DCPM with little to no effect on participants’ on-task behavior within the setting IV environment.

Advisor

Carlos Panahon

Committee Member

Kevin Filter

Committee Member

Shawna Petersen-Brown

Committee Member

Alexandra Hilt-Panahon

Date of Degree

2022

Language

english

Document Type

Dissertation

Degree

Doctor of Psychology (PsyD)

Program of Study

School Psychology

Department

Psychology

College

Social and Behavioral Sciences

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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