Efficacy of self-regulated strategy development on writing performance of students with attention deficit hyperactivity disorder

In this research, the efficacy of self-regulation strategies on writing performance of students with Attention Deficit Hyperactivity Disorder in third to fifth grades of primary school in the city of Shiraz was investigated. An experimental design was employed. 8652 3rd to 5th grade students in Shiraz were targeted and from this population, 20 pupils with writing disorder were selected using multiple stage cluster sampling after taking diagnostic tests (Wechsler Children Intelligence Scale, WCIS and Stoney Brook Child Symptom Inventory, CSI-4), and were randomly divided into an experimental and a control group. The experimental group received Phonological Awareness Training Package in 10 sessions but the control group did not received any intervention at all. Data was analyzed using covariance analysis (ANCOVA). Research findings indicate that writing efficacy of the experimental group improved in comparison with the control group and their spelling mistakes were reduced. results indicate that self-regulation strategies reduce spelling mistakes in Students with ADHD. Follow up tests indicate the permanence of the effects of self-regulation strategies after three months. It is recommended that educators, counselors, and psychologists administer self-regulation strategies to improve writing efficacy of students with writing disorder.