International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
importance of rule of self controlling, researchers are apt to investigate the theory of effectiveness of teaching
self-controlling method in improvement of attention and educational progress of students with writing disorder.
METHOD AND PROCEDURES
The method of this study is case study which investigated the subjects in the form of A-B-A-B design with
follow up. The A-B-A-B design represents an attempt to measure a baseline (the first A), a treatment
measurement (the first B), the withdrawal of treatment (the second A), and the re-introduction of treatment (the
second B). In other words, the A-B-A-B design involves two parts: (1) gathering of baseline information, the
application of a treatment and measurement of the effects this treatment; and (2) measurement of a return to
baseline or what happens when the treatment is removed and then again applying the treatment and measuring
the change.
The statistical population in this study was all students with writing disorder in Mashhad, Iran. To do this
research 7 students with writing disorder were selected randomly after the administration of diagnostic test such
as WISC-R,Rutter Behavior Disorder questionnaire (1976) after selection of subjects. Researchers observed
students for a week, especially when students needed attention and concentration while teachers were teaching
and showed behaviors which represented attention deficit. After a week direct observation A-B-A-B design and
follow up were done, and to ensure and raising attention each level continued for 12 days.
WISC-R: in order to measure the subjects’ IQ who have writing disorder it is used.
The Rutter Children's Behavior Questionnaire (Rutter, 1967) for completion by teachers is a 26- item survey
designed to evaluate children's behavior at school. Answers are rated on a scale of 0 to 2, with higher ratings
indicating more severe presence of the symptoms. Possible ratings on the scale range from 0 to 52.
Educational progress:
In pretest, students’ dictation frequently were investigated which were six essays during twelve days. In equal
period of time each essay had approximately round 120 words with equal difficulty. In post test, students again
had 6 spelling tests in equal period of time and the kind of spelling errors were again analyzed and the mean was
calculated.
The instruction of self-controlling method:
1) Pretest step (baseline- A1): After the exact description of inattention behaviors, in a week in every 50
minutes session the testee was reminded by the researcher to check himself every five minutes to see
whether he has attention to the teaching or not, for having attention behavior he put a positive mark and for
every inattention behavior a negative mark for himself.
2) Treatment method step (intervention- B1): In this step attention and inattention behaviors were exemplified.
Attention behaviors such as good seeing, good hearing and complete attention to the teacher and inattention
behaviors were playing with pencil and eraser, having wandering eyes while the teacher is teaching and etc.
During two weeks the researcher had to fill a table which consists of ten parts and in every 50 minutes session
by observing any attention behaviors a token economy was given to the testee as an encouragement and
reinforcement.
3) Return to the baseline (A2) step: In this step the researcher just observed the testee‘s behaviors again while
the testee himself filled the table in order to have reduction of inattention behaviors as a result of treatment
method (step2).
4) Treatment method step (B2): The attention behaviors of testee were recorded by the researcher every 5
minutes like step 2 and he received token economic.
5) Follow up: two weeks later, the testee again recorded his behaviors without any reinforcement.
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