Journal of Behavioral Education

, Volume 16, Issue 1, pp 27–37

Evaluating and Comparing Interventions Designed to Enhance Math Fact Accuracy and Fluency: Cover, Copy, and Compare Versus Taped Problems


    • Prairie Lakes AEA
    • School PsychologistPrairie Lakes Area Education Agency 8
  • Christopher H. Skinner
    • Department of Educational PsychologyUniversity of Tennessee
  • Kathryn E. Jaspers
    • University of Tennessee
Original Paper

DOI: 10.1007/s10864-006-9025-7

Cite this article as:
Poncy, B.C., Skinner, C.H. & Jaspers, K.E. J Behav Educ (2007) 16: 27. doi:10.1007/s10864-006-9025-7


An adapted alternating treatments design was used to evaluate and compare the effects of two procedures designed to enhance math fact accuracy and fluency in an elementary student with low cognitive functioning. Results showed that although the cover, copy, compare (CCC) and the taped problems (TP) procedures both increased the student's math fact accuracy and fluency, TP was more effective as it took less time to implement. Discussion focuses on the need to develop strategies and procedures that allow students to acquire basic computation skills in a manner that will facilitate, as opposed to hinder, subsequent levels of skill and concept development.


AcquisitionAutomaticityMath factsAlternating treatmentsTaped problems

Copyright information

© Springer Science+Business Media, Inc. 2006