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ADHD symptoms and benefit from extended time testing accommodations.

Benjamin J Lovett¹, Ashley M Leja²

¹Elmira College, Elmira, NY, USA blovett@elmira.edu.

Journal of Attention Disorders

|November 13, 2013

Summary

This summary is machine-generated.

Students with more attention-deficit/hyperactivity disorder (ADHD) symptoms and executive functioning deficits benefit less from extended time testing. Their need perceptions did not predict accommodation effectiveness, suggesting ADHD symptom evaluation may not justify extended time decisions.

Keywords:

ADHD reading fluency test accommodations

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Area of Science:

Educational Psychology
Neurodevelopmental Disorders

Background:

Extended time testing is a common accommodation for students with learning disabilities.
The effectiveness of extended time for students with attention-deficit/hyperactivity disorder (ADHD) and executive functioning deficits is not well understood.

Purpose of the Study:

To examine the relationship between ADHD symptoms, executive functioning deficits, and the benefit derived from extended time testing accommodations.
To determine if students' perceptions of their need for extended time predict accommodation effectiveness.

Main Methods:

College students completed assessments of processing speed, reading fluency, and reading comprehension under varied time constraints.
Participants also underwent evaluation for ADHD symptoms, executive functioning deficits, and perceived need for extended time.

Main Results:

Higher levels of ADHD symptoms and executive functioning deficits were associated with less benefit from extended time testing.
Students' self-reported need for extended time did not predict actual benefit from the accommodation.

Conclusions:

Students with greater ADHD symptomology and executive functioning challenges appear less likely to effectively utilize extended time testing.
These findings suggest that focusing on ADHD symptoms alone may not provide a strong justification for granting extended time accommodations.