Employing copy, cover, compare to teach a middle school student with ADHD handwriting with appropriate form and spacing: A case report

Abstract

Since most of the previous research has employed copy, cover, and compare with spelling or math, the purpose of this study was to evaluate the effectiveness of CCC on appropriate form and spacing of handwriting. Our participant was a 12-year-old male student diagnosed deficits in behavior and communication. He was enrolled in a middle school behavior intervention classroom in a large urban school district in the Pacific Northwest. The appropriate form and spacing of handwriting was the major dependent variable. A multiple baseline design across groups of letters (Sets) was implemented to assess the effectiveness of the CCC procedure. The overall outcomes indicated an increase in student performance. The issues related to employing CCC for handwriting were discussed.