Using Model, Cover, Copy, Compare, a Token Economy Program, and Discrete Trail Match to Sample Training for Teaching Functional Life Skills for a 13-Year-Old Middle School Student with Moderate Disabilities

The purpose of this study was to evaluate the effectiveness of model, cover, copy, compare (MCCC), token system, and match to sample for teaching basic functional life skills with a middle age single student with disabilities. MCCC is a student-managed strategy that teaches discrete skills through errorless correction. Match to sample is another strategy that teaches how to identify and discriminate based on a visual representation of the identical information. The effectiveness of MCCC and match to sample was evaluated using a multiple baseline design. The results indicated that MCCC and match to sample was effective in teaching a single middle age school student with disabilities his name, phone number, home address, and emergency contact name and phone number. Maintenance of the basic functional life skills was also found; except for the emergency contact name. However, even if maintenance was not conducted on the final set, emergency phone number was maintained; this is attributed to the length of teaching sessions on the final set. The MCCC and match to sample interventions were both easy to implement and employ in the special education middle school classroom.

Keywords: model, modified copy, cover, and compare, match to sample, token system, functional life skills, middle school student, other health impairments, multiple baseline design