Cover-Copy-Compare for Multiplication with Students with Emotional and Behavioral Disorders: A Brief Report

Autor/inn/en	Schrauben, Kristen S.; Dean, Andrew J.
Titel	Cover-Copy-Compare for Multiplication with Students with Emotional and Behavioral Disorders: A Brief Report
Quelle	In: Behavioral Disorders, 45 (2019) 1, S.22-28 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
DOI	10.1177/0198742918808484
Schlagwörter	Teaching Methods; Mathematics Instruction; Multiplication; Intervention; Males; Elementary School Students; Elementary School Mathematics; Public Schools; Emotional Disturbances; Behavior Disorders; Mathematics Skills; Students with Disabilities + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Multiplikation; Male; Männliches Geschlecht; Elementare Mathematik; Schulmathematik; Public school; Öffentliche Schule; Gefühlsstörung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	A multiple-baseline across participants design was used to investigate the effect of the Cover-Copy-Compare (CCC) intervention on multiplication-fact fluency for students with emotional and behavioral disorders (EBD). Although CCC is a well-researched intervention for mathematics, limited research has been conducted with students with EBD even though these students often struggle academically. Results indicate that a functional relation was established between CCC and an improved number of digits correct per minute for multiplication problems for only one of three elementary-age boys with EBD. Tau-U effect sizes ranged from no effect for one participant to a large effect for another participant. The length of the intervention and the initial level of a student's skills may be related to the effectiveness of CCC for students with EBD and should be explored in future studies. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01