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Related Experiment Video

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Academic Testing Accommodations for ADHD: Do They Help?

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Summary
This summary is machine-generated.

Common academic testing accommodations show no significant benefit for students with attention deficit hyperactivity disorder (ADHD), even when they have co-occurring learning difficulties. Further research is needed to improve support for these students.

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Area of Science:

  • Educational Psychology
  • Neurodevelopmental Disorders
  • Special Education

Background:

  • Attention deficit hyperactivity disorder (ADHD) often co-occurs with learning difficulties, impacting academic performance.
  • Academic testing accommodations are widely used to support students with ADHD, but their effectiveness is debated.
  • Existing research lacks comprehensive analysis of common accommodations for students with ADHD, particularly those with comorbid learning challenges.

Purpose of the Study:

  • To investigate the effectiveness of five common academic testing accommodations on reading and math performance in students with ADHD.
  • To determine if processing speed moderates the relationship between accommodations and academic outcomes.
  • To examine the impact of accommodations on standardized test scores (Maryland School Assessment) in students with and without co-occurring learning difficulties.

Main Methods:

  • A cohort of 96 parents of 3rd-8th grade students with ADHD participated.
  • Data collected included cognitive/achievement test scores, accommodation types, and Maryland School Assessment (MSA) scores from school records.
  • Statistical analyses controlled for grade level and co-occurring learning difficulties to compare students who received accommodations with similar peers who did not.

Main Results:

  • None of the five investigated testing accommodations were associated with improved MSA reading or math scores for students with ADHD.
  • This finding held true regardless of whether students had co-occurring learning difficulties.
  • Individual differences in processing speed did not influence the association between accommodations and academic performance in reading or math.

Conclusions:

  • Commonly administered academic testing accommodations may provide limited benefits for students with ADHD.
  • The current administration of these accommodations may not effectively address the academic needs of students with ADHD, with or without learning difficulties.
  • Further research is warranted to develop and validate more effective support strategies for students with ADHD in academic settings.