The Effectiveness of Verbal Self-instruction on Sustained Attention (Based on Continuous Performance Test) among Students with Mathematics Learning Disabilities

Farzad Bairami, Kamran Adibi, Issa Mohammadi

Abstract


The aim of this research was to investigate the effectiveness of verbal self-instruction on sustained attention (based on Continuous Performance Test) among students with mathematics learning disabilities in Ardabil city. The study has used causal – comparative method. Research population of this study covers all students with mathematics learning disabilities in Ardabil city in 2015-16 school year, that using multi-stage sample of cluster sampling of 30 people were selected. Continuous Performance Test is used to collect data and to analyze the data from multivariate analysis of covariance (MANCOVA) is used. Results showed that the experimental group after verbal self-instruction training in Continuous Performance Test on sustained attention compared to the control group, they earn more score (0.01> p). So it can be concluded that verbal self-instruction training has an effect on the ability to sustain attention of students with mathematics learning disabilities.


Keywords


verbal self-instruction, sustained attention, continuous performance, mathematics learning disabilities.

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