2023 Volume 23 Issue 1 Pages 87-92
The purpose of this study was to examine the effect of cover-copy-compare (3C) on writing kanji words for a child with pervasive developmental disorder. A boy in the 5th grade of elementary school with pervasive developmental disorder was taught kanji words using 3C during the study time of an after-school daycare service. The effects were examined using multiple baseline design across stimulus sets. The results showed that the 3C instruction increased the number of correct responses in all stimulus sets. In addition, the maintenance of effect was observed in three of the four stimulus sets one month after the end of the instruction.
