Effects of the Copy-Cover-Compare Strategy on Acquisition,Maintenance, and Generalization of Spelling Sight Words for Elementary Students With Attention Deficit/Hyperactivity Disorder |
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| Authors: | Lauren A. Moser MA Katelyn M. Fishley PhD Terri Hessler PhD |
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| Affiliation: | 1. Olentangy Local School District, Lewis Center , Ohio , USA;2. School of Physical Activity and Educational Services , The Ohio State University–Columbus , Columbus , Ohio , USA;3. School of Physical Activity and Educational Services , The Ohio State University–Newark , Newark , Ohio , USA |
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| Abstract: | Students with attention deficit/hyperactivity disorder (ADHD) often struggle with spelling. Research shows this population benefits from self-management interventions, structured practice opportunities, and immediate feedback—all components of the copy-cover-compare strategy. This empirical investigation used a multiple-baseline experimental design to determine the effects of the copy-cover-compare strategy on acquisition, generalization, and maintenance of spelling words for four students with ADHD in Grades 1 through 3. Results showed a functional relation between copy-cover-compare and mastery, maintenance, and generalization of three sets of spelling words for each student. Limitations, implications for practice, and suggestions for future research are discussed. |
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| Keywords: | ADHD self-management spelling |
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