A multiple-baseline across participants design was used to investigate the effect of the Cover-Copy-Compare (CCC) intervention on multiplication-fact fluency for students with emotional and behavioral disorders (EBD). Although CCC is a well-researched intervention for mathematics, limited research has been conducted with students with EBD even though these students often struggle academically. Results indicate that a functional relation was established between CCC and an improved number of digits correct per minute for multiplication problems for only one of three elementary-age boys with EBD. Tau-U effect sizes ranged from no effect for one participant to a large effect for another participant. The length of the intervention and the initial level of a student’s skills may be related to the effectiveness of CCC for students with EBD and should be explored in future studies.

中文翻译：

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与情绪和行为障碍学生相乘的封面复制比较：简要报告

跨参与者设计的多基线设计用于调查掩盖-复制-比较（CCC）干预对情绪和行为障碍（EBD）学生的乘法事实流利性的影响。尽管CCC是数学方面经过充分研究的干预手段，但对EBD学生进行的研究有限，即使这些学生经常在学业上挣扎。结果表明，只有三名EBD的基本年龄男孩中的一位，CCC和每分钟正确位数的乘法问题之间建立了函数关系，以解决乘法问题。Tau-U效应的大小范围从一个参与者的无影响到另一参与者的大影响。