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A within subjects multiple baseline design was employed to evaluate the effects of a cover, copy, and compare intervention on the multiplication rates of four behavior disordered students. The results indicate that the cover, copy, and compare intervention is an efficient method for increasing multiplication fact fluency which requires little student training or teacher time. Opportunities to respond and immediate corrective feedback are discussed as variables which were functionally related to the increased in fluency.
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Skinner et al. (1989) studied this question.
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