Date of Award

Spring 4-14-2020

Degree Type


Degree Name

Master of Arts - School Psychology


Human Services

First Advisor

Dr. Daniel McCleary

Second Advisor

Dr. Jillian Dawes

Third Advisor

Dr. Jaime Flowers

Fourth Advisor

Dr. Glen McCuller


Cover-copy-compare (CCC) is an evidence-based math intervention strategy that can be used to help to build math fact accuracy and fluency. This literature review aims to examine different modifications of CCC, the effectiveness of CCC in helping students with disabilities, and identifying targeted computational skills. Discussion will also focus on the generalizability of CCC. After using predetermined inclusion and exclusion criteria, thirty-nine articles were identified as relevant to this study. The results indicate that CCC demonstrated efficacy among students with Specific Learning Disability (SLD), Attention Deficit/Hyperactive Disorder, and emotional and behavioral disorders. There is no current evidence that CCC works for students with autism. Furthermore, only one article was identified that demonstrated effective generalization of the targeted skill using CCC and strategy coaching.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.



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