Preventing multiple-choice tests from impeding educational advancement after acquired brain injury

Area of Science:

• Neuroscience
• Educational Psychology
• Special Education

Background:

• Students with acquired brain injuries (ABI) often encounter significant challenges in standardized testing formats.
• The multiple-choice format can present specific cognitive obstacles for individuals with ABI, impacting their academic performance assessment.

Purpose of the Study:

• To outline management strategies for addressing barriers faced by students with ABI in multiple-choice testing.
• To highlight the importance of recognizing and promptly serving students with ABI to prevent academic disability.

Main Methods:

• A case study of a high school student with severe hydrocephalus and reading comprehension difficulties is presented.
• The student's experience highlights issues with state-mandated tests and denial of exceptional student education services despite high grades.

Main Results:

• Despite academic achievements, the student was not taught test-passing strategies for state reading comprehension tests.
• The student was denied a diploma upon graduation due to performance on standardized tests.

Conclusions:

• Cognitive obstacles in multiple-choice testing for students with ABI can be identified and addressed.
• In-service training for school staff is crucial for early identification and support of these students, thereby preventing academic disability.