Cover, Copy, Compare (CCC) has been shown to be an effective intervention at improving single-digit multiplication fluency within the academic intervention literature. The application of the three-term contingency trial embedded within CCC provides the intervention with several key components of evidence-based interventions. Given that teachers across the nation are struggling to find resources to meet current deficits in student mathematics skills, the current study aimed to address this issue by investigating two versions of CCC: Traditional- CCC (T-CCC) and CCC- Answer Only (CCC-AO) through an instructional hierarchy paradigm. The study hypothesized that both T-CCC and CCC-AO would be more effective at improving single digit multiplication fluency than a control condition. An additional exploratory function of the study was to investigate a Skill-By-Treatment Interaction (STI) based on a student's initial fluency level and their response to a given condition of CCC. It was hypothesized that students with a lower initial fluency level would benefit more from T-CCC and students with higher initial fluency would benefit more from CCC-AO. To answer the research question, an adapted alternating treatment design was used with 21 third grade students in an integrated classroom in the Northeast region of the United States. Digits correct per minute (DCPM) was the dependent variable used. Results indicated no difference in conditions for either hypothesis. However, there was DCPM growth for all conditions, trending in the hypothesized direction. Limitations included a steep slope in the baseline phase, lack of generalizability to other operations or populations, as well as low power, which may account for the lack of significant results found. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]