A Comparison of VCCC and WCCC for Students in a Montessori Setting

Abstract

This study extended Skinner, Ford, and Yunker's (1991) study to investigate the effects of different methods of responding during Cover, Copy, Compare on math fact fluency development. An alternating treatments design was used to compare the effects of two versions of CCC, one requiring verbal responses and one requiring written responses, on written single-digit addition and subtraction assessments. Participants included 4 second grade females attending a Montessori elementary school. Results indicate CCC was effective in increasing math fact fluency performance for three of the four participants. Results on the most effective CCC method were mixed, as written CCC lead to better outcomes for two of the participants and both interventions were equally effective for the other two participants. Implications from the study are discussed in terms of how CCC can be implemented in diverse educational settings and considerations for intervention delivery.