Examining the Effect of the Cover–Copy–Compare Procedure on Children with Autism Spectrum Disorder who Have Difficulty in Transitioning to Automation of Subtraction

Abstract

In this study, we conducted guidance with Cover–Copy–Compare (3C) for two children with autism spectrum disorder, who did subtraction using their fingers, and examined 3C’s effectiveness. Furthermore, the purpose was to examine whether the 3C learning method possesses the function of promoting computation automation. As baseline, the target child performed the calculation. Then, in the intervening period, the 3C learning method was used. In the probe, the procedure from baseline was adopted, and whether the guidance effect was maintained or not was evaluated during the maintenance period. Results were that through use of the 3C learning method, both target children could recall and present answers to calculation problems without using their fingers. On the other hand, differences were observed in maintenance, depending on the child. These results suggest that the 3C learning method possesses the guidance function of promoting automation of calculation problems. Additionally, depending on the target child’s cognitive characteristics, differences in the guidance’s effectiveness were observed. The study suggests that in the future, guidance methods should be examined according to the individual child’s characteristics.