self-monitoring attention

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.

The purpose of the present study was to investigate the effectiveness of attention self-monitoring strategy training on increasing number sense of students with math problems in elementary school. The present study was a quasi-experimental study using a single-pilot multi-baseline design with different subjects. The statistical population of the study consisted of 6 girl students with mathematical learning problems at first grade of elementary school who were studying in Kashan Health School in 2019 from among whom 3 female students with math problems participated in this research. In order to identify the problems of the subjects, IranKey Math Diagnostic Test(1986), Demographic Information Questionnaires, Jordan's Number Sense Test (1995) and Self-monitoring Attention Program were used. Subjects were trained in self-monitoring strategy for 6 weeks (two sessions of 45 minutes per week). Results were analyzed by visual analysis using central tendency indices and effect size index (PND). Based on the results of the research, self-observation strategy training had a positive effect on increasing the ability to understand and comprehend the numbers in students with math problem in the first grade compared to the baseline of the same subjects. The results of this study showed that attention training increased students' attention during homework and increased their academic performance. In general, it can be concluded that attention-based instruction training has been effective in increasing students' numerical understanding of mathematical problems and will have a preventive role in mathematical problems of later ages.