Literaturnachweis - Detailanzeige
| Autor/inn/en | Moser, Lauren A.; Fishley, Katelyn M.; Konrad, Moira; Hessler, Terri |
|---|---|
| Titel | Effects of the Copy-Cover-Compare Strategy on Acquisition, Maintenance, and Generalization of Spelling Sight Words for Elementary Students with Attention Deficit/Hyperactivity Disorder |
| Quelle | In: Child & Family Behavior Therapy, 34 (2012) 2, S.93-110 (18 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0731-7107 |
| DOI | 10.1080/07317107.2012.684644 |
| Schlagwörter | Attention Deficit Hyperactivity Disorder; Feedback (Response); Research Design; Spelling; Maintenance; Sight Vocabulary; Generalization; Grade 1; Intervention; Self Management; Educational Strategies; Grade 2; Grade 3 |
| 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. (Contains 2 tables and 4 figures.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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