International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
The Effectiveness of Self-Controlling Instruction on Attention Increase and
Educational Progress of Students Wtih Writing Disorder
Bagher Ghobary Bonab a Maryam Zokaee b *
a
Post- Doctoral,Associate professor, college of Psychology and Education, University of Tehran
b MA, Instructor, college of Eductaional science, Islamic Azad University of Mashhad
Abstract
According to universal estimation eight percent of children especially boys have learning disability that, in some
cases is followed by attention deficit which itself aggregates the disorder .medication is mostly used in order to
treat the attention deficit which itself has side effects for the child . This research focuses on behavior
reformation with self-controlling method and its reinforcement. The investigative project in this research is the
single subject method performed with ABAB reflexive and follow-up method in writing disorder student. It also
focuses on the instruction of self-controlling method and its administration in all stages of treatment observation
by case and researcher, and its effect on educational progress. In order to make progress in this research and its
obtained results ,diagrams ,tables , descriptive and deductive statistics have been used .The obtained result of
this investigation is the attention increase by using the self-controlling method and its positive effect on
educational progress.
Keywords. Self-controlling, Writing disorder Students, Attention Increasing.
INTRODUCTION
Writing for many people especially for those with learning disorder (LD) is a challenging process. Even
expert writers sometimes face problems in planning, editing and evaluation of writings, so it is not surprising
that many students face problem in writing process, for example recent studies have shown that out of every five
elementary students, just one has the knowledge of skill of writing (Don Jean, 2003).Silver (1990) reported that
between 15 -20 % of students with LD has Hyperactivity which often co morbid with attention deficit.In contrast
to reading disorder, writing disorder is recognized after the first grade of elementary school. Limited and rational
needs of writings of first grade elementary students rarely might be dependent to concept or use of language
grammar use. So parents and teachers might report that the appearance of writing disorder is obvious in grade 3
and 4.In fact grade 3 and 4 are when writing problems appear because of school programming. During grade 3 to
6, the growth of thought related to writing and use of language grammar increase a lot and most of writing
problems appear during these years. (Kratowill&Shapro, 2003) Children with learning disability often have
attention deficit disorder which exacerbates LD, as the result has direct impact on the instructional procedure
and educational progress in such students.(Lioyd& Bateman, 1989) This problem is related with different
perceptual disorder. A child with LD who has attention deficit cannot concentrate on one activity more than a
few minutes and his attention to irrelevant stimuli of activity is easily deviated. The child even with awareness
about the problem understands that concentration on one specific activity is extremely difficult for him. One of
these methods to recover attention deficit is teaching self-controlling method.(Hallohan, Kneedler, Liloyd, 1983)
Attention self-controlling as one of the cognitive behavior therapy skills consists of measurement and recording
of quantity of behaviors, which show the importance of homework. Paying attention on homework is one of the
most important goals of instruction of self-controlling in the class because studies show that attention deficit is
related to low educational performance .The effectiveness of teaching self-controlling in attention in many
studies have proven(Hallohan, Hudson, 2002), ( Montague, 2007), ( Shapro, Kratowill, 2003), (Blink, 1971).
Belink(1971) in astudy investigated the instruction of self-controlling method on attention and its maintenance
during the time in three groups of children with LD, mental retardation and behavior disorder. The result showed
the increase of attention behavior and its maintenance during the time after omission of self-controlling
method.Gelin, Thomas (1973)and Rock, Tead, (2007)by omission of self-controlling method found that
students’ attention would be kept even with the omission of the reinforcement of stimulus. According to the
above notes as most of the students with LD consist of students with writing disorder and according to the
E-mail address: bghobari@ut.ac.ir , Libra2002-zo@yahoo.com
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