Download Cognitive Cover, Copy and Compare 24KB Apr 16 2010 05:50

Title of Intervention: Cognitive Cover, Copy and Compare
Purpose: To increase fluency in division. Sub vocal responding alleviates concerns regarding
classroom noise, while allowing for higher rates of responding than written responding permits.
Structures practice will increase accuracy at higher rates, a form of over-learning, and therefore
the student is more likely to maintain the skill
Age/Grade level: Format: Check all that apply
Individual
Small Group
Dyads
 Whole Class
Materials Needed:
Three mutually exclusive sets of division problems. Each set contains 12 problems with
single digit answers and denominators between 2 and 9 in a randomized order. By
reversing the denominators and correct answers, the original 12 problems on each
sheet were increased to 22 or 23 problems per set. The intervention sheets contain the
answers but the assessment sheets do not.
Frequency/Duration: 3 days/week for 6 minutes each session
Intervention Script:
Goal: To complete all 12 problems correctly within 18 seconds on 3 of 4 consecutive
assessments.
Training: Students are trained on a verbal cognitive cover and compare procedure on
addition problems (where on the third step, they say the problem and answer aloud).
When they are able to perform this independently on 20 consecutive addition problems,
they are trained in the sub vocal CCC approach, where they are trained to say the
problems and answers to themselves (also on addition problems).
Baseline: Collected on 3 consecutive school days using assessment materials.
Method for Intervention:
1. Students are given an intervention sheet presenting 12 problems and answers.
2. A. Students look at each division problem and accompanying answer. B. Then, cover
the problem and the answer C. Then, say the problem and the answer to themselves
(sub vocally). D. Students then, uncover the problem and answers and E. evaluate
their sub vocalizations form memory by asking themselves “ Was I right or wrong?”
3. If students make an error they are instructed to repeat the procedure with that
item, until correct, before proceeding to the next item.
4. This procedure is repeated with all 12 problems.
5. Repeat this intervention 3 times a week until goal is reached on assessment sheets.
Data Collection: Assessment sheets are reviewed and scored. Data points are graphed.
References:
Skinner, C.H., Bamberg, H.W., Smith, E.S. & Powell, S.S. (1993) Cognitive Cover Copy and
Compare: Sub vocal Responding to Increase Rates of Accurate Division Responding.
Remedial and Special Education, 14:1; 49-56.
Complied By: M. Barry
Attached Documents: none provided