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.
Date of Degree
Doctor of Psychology (PsyD)
Social and Behavioral Sciences
Lamminen, R. J. (2022). Cover-copy-compare as a math fact fluency intervention for students in an alternative special education program [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/1189/
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