Investigating the effect of attention self-monitoring training on increasing the amount of attention and academic progress of students with  learning difficulties using the single subject method

Haji Heydari, Nafiseh; Ghobari Bonab, Bagher; Nosrati, Fatemeh

doi:10.22034/ceciranj.2024.459727.1874

Investigating the effect of attention self-monitoring training on increasing the amount of attention and academic progress of students with learning difficulties using the single subject method

Document Type : Original Article

Authors

Nafiseh Haji Heydari ¹

Bagher Ghobari Bonab ²

Fatemeh Nosrati ³

¹ M.A. student in psychology and education of exceptional children, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.

² Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.

³ Assistant Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.

10.22034/ceciranj.2024.459727.1874

Abstract

The purpose of this research is to investigate the effectiveness of self-monitoring training on the attention and academic progress of students with special learning disorders. The research method was a single-subject type (multiple baselines) with intervention and follow-up. The statistical population of the current study includes all the fourth grade male students with math problems in the 20th district normal school, who were selected by purposive sampling of 4 boys according to the entry criteria. The tools of this research were Jordan's Attention Deficit Disorder Index (JADDI), the Stanford-Binet Intelligence Scale, 5th edition (SB-5) and teacher-made test for evaluating the subjects' math lessons. This study was conducted in three stages: basic, intervention and follow-up. In order to analyze the data, visual analysis and calculation of PND and SMD effectiveness indices were used for the average standard differences. Comparison of the results of three stages showed that self-monitoring training increased the attention and academic progress of all four subjects. Considering the effectiveness of attention self-monitoring training on the attention and academic progress of students with specific learning disorders (math disorder), it can be concluded that primary school teachers should use attention self-monitoring training to improve the attention and academic progress of elementary students with specific learning disorders.

Keywords

Learning disorder

academic achievement

attention

self-monitoring attention

Single subject

Subjects

Special education

Abed, M. G., & Shackelford, T. K. (2023). Parent Involvement with Their Children's Schools: Perceptions of Saudi Parents of Elementary School Students with Learning Disabilities. Learning Disabilities Research & Practice. 38(2), 144-154.

Baum, S. M., Schader, R. M., & Owen, S. V. (2021). To be gifted and learning disabled: Strength-based strategies for helping twice-exceptional students with LD, ADHD, ASD, and more. Routledge.

Carrillo-López, P. J. (2023). Attention and Academic Performance: The Moderator Role of Weight Status and Diet Quality. International Journal of Instruction. 16(1), 707-722.

Cheng, S. C., & Lai, C. L. (2020). Facilitating learning for students with special needs: a review of technology-supported special education studies. Journal of Computers in Education. 7(2), 131-153.

Gumma, S. D., Elotla, S. F., Ibrahim, O. Y., & Rizkalla, N. H. (2024). Nutrients patterns and attention deficit hyperactivity disorder among Egyptian children: a sibling and community matched case-control study. European Journal of Clinical Nutrition. 78, 64-71.

Downloaded from www.ceciranj.ir

Hallahan, D. P., & Hudson, K. G. (2002). Teaching tutorial 2: Self-monitoring of attention. Virginia: University of Virginia, Division for Learning Disabilities of the Council for Exceptional Children.

Harris, K. R, Friedlander B. D. Saddler, B. Frizzelle, R. & Graham, S. (2005). Self-Monitoring of Attention versus Self-Monitoring of Academic Performance: Effects among Students with ADHD in the General Education Classroom. The Journal of Special Education. 39 (3), 145-157.

Holmes, J., Guy, J., Kievit, R. A., Bryant, A., Mareva, S., CALM, T., & Gathercole, S. E. (2021). Cognitive dimensions of learning in children with problems in attention, learning, and memory. Journal of Educational Psychology. 113(7), 1454-1480.

Melzer, C., & Herwix, A. (2024). App-based self-monitoring as an intervention to support attention in students with learning difficulties. Frontiers in Education. 9(1270484), 01-08.

Montague, M. (2007). Self–regulation and mathematics instruction. Learning Disabilities Research & Practice. 22(1), 75-83.

Scaria, L. M., Bhaskaran, D., & George, B. (2023). Prevalence of Specific Learning Disorders (SLD) among children in India: A systematic review and meta-analysis. Indian Journal of Psychological Medicine. 45(3), 213-219.

Seidman, L. J. (2006). Neuropsychological functioning in people with ADHD across the lifespan. Clinical Psychology Review. 26(4), 466-485.

Singh, K. (2004) Impact of HR Practices on Perceived Firm Performance in India. Asia Pacific Journal of Human Resources. 42, 301-317.