International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
Fig. The related data to the way of subjects function inattention behavior based on self- controlling
RESULT
As seen in Figure, according to the report of students, self-controlling and its improvement in subjects 1,2,3,4
had significant raise and about subject 5, it was less but the increasing procedure was observed. Subject 6 and 7,
also had attention rising which was slower in comparison to other 4 subjects. The performance of subjects in
baseline was rising while in instructional level attention graphs were raising too, and it can be observed in follow
up. As seen in Table, In comparison of subjects’ spelling errors in A1 level and follow up, it can be concluded
that in spelling error there is the significant lowering of attention while the spelling errors (visual memory, audio
sensation, instruction and omission of words) did not have any significant difference.
Table1. Comparison of subjects’ spelling errors in A1 level and follow up.
X2 Df P
Follow up Follow up
Percent Number
A1 Percent A1 Number
6/5 1 0/01 17/5 31 31/7 38 attention
1/2 1 0/3 7/5 9 11/7 14 Visual memory
0/9 1 0/35 6/7 8 10 12
Audio
sensitivity
0/35 1 0/55 10/8 13 13/3 16 Instruction
1/3 1 0/25 1/7 2 4/2 5
Omission of
words
CONCLUSION
In general, conclusions have shown that self-controlling method instruction and its improvement cause the
increase of attention in children with writing disorder. The results of this research is coordinated with the ones
which have been done by other researches such as Hallohan and Hudson (2002), Montague (2007), Glynn and
Thomas (1974) , Maclaughlin (1976) and Harris (1986) which show that self-controlling method by subject with
LD causes attention increase , furthermore it shows that attention is kept consistent during the time. This
method was effective in the increase of attention and as a result decreases of spelling errors, the comparison of
spelling errors of graph before and after the interference level shows the educational progress and as a result
self-controlling method has positive impact on attention increase and finally educational progress. This study is
coordinated with the researchers of Hallohan, Kneedler and Lioloyd (1983), Maclaughlin (1976) which show
educational progress.
REFERENCES
[1] Blinck, D. W. & Test, D. W. (1987). Effect of self-recording on high- school students on task behavior.
LeariningDisabilitiy Quarterly. 10. Pp 203-213.
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