Copy, Cover, and Compare Training Protocol
We will be scoring words spelled correctly. When scoring words spelled correctly, we
are looking at the word as a whole. If a word is spelled incorrectly, put a minus sign (-) above
the letter that is incorrect. If a letter is spelled correctly, leave alone and score the word as
correct.
I do…
1. Suppose a student spelled the word “there” as “thair.” Here is how we would score:
- - i. t h a i r
Correct or Incorrect ____
Since the student began the word with the letter, “t” we left it alone since it was correct.
The same goes for the letters “h.”
2. Watch as I score the following word, “people.”
- -
i. p e p o l
Correct or Incorrect
____
Again, the student misspelled the word. The letters “p, e, and l,” are correct so they were
left alone. The incorrect letters were marked with a minus sign (-) to indicate that the
letter is wrong. This can be used to provide feedback to the student on an incorrectly
spelled word.
You do…
Now try some by yourself.
1. The word is “would.”
i. w o u l d
2. 2) The word is “play.”
i. P l a y e
Correct or Incorrect
____
Correct or Incorrect
____
Teacher Protocols
Cover-Copy-Compare Worksheet
Spelling Words
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Name:
Student Response
1a.
1b
1c.
2a.
2b.
2c.
3a.
3b.
3c.
4a.
4b.
4c.
5a.
5b.
5c.
6a.
6b.
6c.
7a.
7b.
7c.
8a.
8b.
8c.
9a.
9b.
9c.
10a.
10b.
10c.
Date:
Teacher Recording Form
Name _____________________
Whole Words Spelled Correctly
Phase
Set A
Phase
(Number of
words
correct out
of 10)
Baseline
Week 1
Set B
Phase
(Number of
words
correct out
of 10)
Baseline
Week 1
Set C
(Number of
words
correct out
of 10)
Baseline
Week 1
Graphing Performance Sheet
Script for CCC Instruction
1. Present the student with a worksheet containing his appropriate list of words.
2. Say, “Look at the first word. Point to the word and say the word.”
2a. If the student is unable to read the word after 5 seconds of wait
time, point to the word and say, “This word is ___.”
2b. Say, “Point to the word and say the word.”
3. Say, “Copy the word on the next line.”
3a. If the student misspells the word, say, “Let’s erase that
word and try again.”
4. After the student has written the word, say, “Now take your index card and
cover both words. Make sure to leave the next blank uncovered.” (A point
prompt may be used during instruction to ensure participant understanding.)
“Write the word again on the next line. Do not remove your index card until
you are finished writing.”
5. After the student has written the word from memory, say, “Now remove your
index card and check your spelling. Let’s try it again.
6. Repeat steps 4-5 again. Tell the student “Let’s try that word again.”
7. Repeat steps 4-5 again. Tell the student “Let’s try that word again.” *Note: This
step will be repeated twice.
8. 8. Now tell the student ““if the answer was right all three times you can move on to
the next problem. If you made a mistake, please erase your writing and do number
__ again.”
9. If the student beats their previous score, reinforcement is given and feedback is
presented.
10. Teacher graphs student performance.
Script for CCC-Progress Monitoring
1. Make a spelling test consisting of the 10 words the student has worked on for
the week. Make sure and randomize the order of the words.
2. Tell the student, “Now I am going to give you a spelling test. Take your time
and try the best you can.”
3. Give the student a test on his 10 words, dictating the words in a randomized order.
Say the word, use the word in a sentence, and say the word again. When the
student has completed his test, collect the test sheet for scoring.
4. Look at the words that the student has mastered. Add new words that you obtained
during the pre-test to be used on the CCC intervention session. Remember to only
have a maximum of 10 words per session.
Treatment Integrity Protocol
Participant: ____________________
Phase:_________________________
Step
1. Presents the student with a worksheet containing
his appropriate list of words
2. Says, “Look at the ____ word. Point to the word
and say the word.”
2a. If the student is unable to read the word
after 5 seconds of wait time, points to the
word and says, “This word is _.”
2b. Says, “Point to the word and say the
word.”
3. Says, “Copy the word on the next line.”
3a. If the student misspells the word, says,
“Let’s erase that word and try again.”
4. After the student has written the word, says, “Now
take your index card and cover both words.
Make sure to leave the next blank uncovered.”
Uses point prompts as necessary.
5. Says, “Write the word again on the next line. Do
not remove your index card until you are finished
writing.”
6. After the student has written the word from memory,
says, “Now remove your index card and check
your spelling.
7. Repeat steps 4-6. Say “Let’s try that word again.”
8. Repeat steps 4-6 again and Say “Let’s try that word
one more time.”
9. Now tell the student “if the answer was right all
three times you can move on to the next
problem. If you made a mistake, please erase
your writing and do number __ again.”
10. If the student beats their previous score,
reinforcement is given and feedback is presented.
11. Teacher graphs student performance
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