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2018 ◽  
Vol 45 (1) ◽  
pp. 22-28
Author(s):  
Kristen S. Schrauben ◽  
Andrew J. Dean

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.


2013 ◽  
Vol 49 (4) ◽  
pp. 203-210 ◽  
Author(s):  
Moira Konrad ◽  
Laurice M. Joseph
Keyword(s):  

2013 ◽  
Author(s):  
Kathryn E. Jaspers ◽  
Noga Shaanan ◽  
Gail Cheramie ◽  
Jaymie Hoffman

2012 ◽  
Vol 49 (2) ◽  
pp. 122-136 ◽  
Author(s):  
Laurice M. Joseph ◽  
Moira Konrad ◽  
Gary Cates ◽  
Terra Vajcner ◽  
Elisha Eveleigh ◽  
...  

2009 ◽  
Vol 18 (4) ◽  
pp. 319-330 ◽  
Author(s):  
Joel Erion ◽  
Cindy Davenport ◽  
Nicole Rodax ◽  
Bethany Scholl ◽  
Jennifer Hardy
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