Accommodations Bibliography

  • Abedi, J., & Ewers, N. (2013). Smarter Balanced Assessment Consortium: Accommodations for English language learners and students with disabilities: A research-based decision algorithm. Olympia, WA: Smarter Balanced Assessment Consortium. Retrieved from http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/08/Accomodations-for-under-represented-students.pdf
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  • Abedi, J., Kao, J. C., Leon, S., Sullivan, L., Herman, J. L., Pope, R., … Mastergeorge, A. M. (2008). Exploring factors that affect the accessibility of reading comprehension assessments for students with disabilities: A study of segmented text (CRESST Report No. 746). Los Angeles: University of California-Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing. Retrieved from http://www.cse.ucla.edu/products/reports/R746.pdf
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  • Abedi, J., Leon, S., Kao, J., Bayley, R., Ewers, N., Herman, J., & Mundhenk, K. (2011). Accessible reading assessments for students with disabilities: The role of cognitive, grammatical, lexical, and textual/visual features (CRESST Report No. 785). Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing. Retrieved from www.cse.ucla.edu/products/reports/R785.pdf
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  • Abikoff, H., Courney, M. E., Szeibel, P. J., & Koplewicz, H. S. (1996). The effects of auditory stimulation on the arithmetic performance of children with ADHD and non-disabled children. Journal of Learning Disabilities, 29(3), 238-246. doi:10.1177/002221949602900302
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  • Accessibility of e-learning and computer and information technologies for students with visual impairments in postsecondary education, 103(9), 543-557.
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  • Agarwal, N., & Kumar, V. (2017). An invisible student population: Accommodating and serving college students with lupus. Work, 56(1), 165-173. doi:10.3233/WOR-162477
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  • Ajuwon, P. M., Meeks, M. K., Griffin-Shirley, N., & Okungu, P. A. (2016). Reflections of teachers of visually impaired students on their assistive technology competencies. Journal of Visual Impairment & Blindness, 110(2), 128-134. Retrieved from http://www.afb.org/info/publications/jvib/12
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  • Albus, D., & Thurlow, M. (2008). Accommodating students with disabilities on state English language proficiency assessments. Assessment for Effective Intervention, 33(3), 156-166. doi:10.1177/1534508407313241
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  • Alghazo, R. (2008). Disability attitudes of postsecondary faculty members and perspectives regarding educational accommodation. Dissertation Abstracts International: Section A. Humanities and Social Sciences, 69(06). Retrieved from http://search.proquest.com.ezp1.lib.umn.edu/docview/304474773
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  • Alkahtani, K. D. F. (2013). Teachers’ knowledge and use of assistive technology for students with special educational needs. Journal of Studies in Education, 3(2), 65-86. doi:10.5296/jse.v3i2.3424
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  • Allinder, R. M., & Eccarius, M. A. (1999). Exploring the technical adequacy of curriculum-based measurement in reading for children who use manually coded English. Exceptional Children, 65(2), 271-283. doi:10.1177/001440299906500210
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  • Alster, E. H. (1997). The effects of extended time on algebra test scores for college students with and without learning disabilities. Journal of Learning Disabilities, 30(2), 222-227. doi:10.1177/002221949703000210
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  • Alt, M., & Moreno, M. H. (2012). The effect of test presentation on children with autism spectrum disorders and neurotypical peers. Language, Speech, and Hearing Services in Schools, 43(2), 121-131. doi:10.1044/0161-1461(2011/10-0092)
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  • Altman, J. R., Cormier, D. C., Lazarus, S. S., Thurlow, M. L., Holbrook, M., Byers, M., … Pence, N. (2010). Accommodations: Results of a survey of Alabama special education teachers (Synthesis Report No. 81). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved from http://www.cehd.umn.edu/NCEO/OnlinePubs/Synthesis81/Synthesis81.pdf
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  • Anjorin, I. (2009). High-stakes tests for students with specific learning disabilities: Disability-based differential item functioning. Dissertation Abstracts International: Section A. Humanities and Social Sciences, 71(02). Retrieved from http://proquest.umi.com/pqdlink?did=1967913321&Fmt=7&clientId=2256&RQT=309&VName=PQD
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  • Ansell, E., & Pagliaro, C. (2006). The relative difficulty of signed arithmetic story problems for primary level deaf and hard-of-hearing students. Journal of Deaf Studies and Deaf Education, 11(2), 153-170. doi:10.1093/deafed/enj030
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  • Antalek, E. E. (2005). The relationships between specific learning disability attributes and written language: A study of the performance of learning disabled high school subjects completing the TOWL-3. Dissertation Abstracts International: Section A. Humanities and Social Sciences, 65(11), 4098. Retrieved from http://www.proquest.com/products-services/dissertations/Dissertations-Abstract-International.html
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  • Arce-Ferrer, A. J., & Guzman, E. M. (2009). Studying the equivalence of computer-delivered and paper-based administrations of the Raven standard progressive matrices test. Educational and Psychological Measurement, 69(5), 855-867. doi:10.1177/0013164409332219
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  • Arnold, V., Legas, J., Obler, S., Pacheco, M. A., Russell, C., & Umbdenstock, L. (1990). Do students get higher scores on their word-processed papers? A study of bias in scoring hand-written vs. word-processed papers (pp. 1-33). Whittier, California: Rio Hondo College. Retrieved from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/24/0e/0d.pdf
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  • Atchison, B. T. (2008). Assistive technology as an accommodation on accountability assessments: An analysis of attitudes and knowledge of special education professionals. Dissertation Abstracts International: Section A. Humanities and Social Sciences, 69(06). Retrieved from http://proquest.umi.com/pqdweb?did=1559850581&sid=22&Fmt=2&clientId=2256&RQT=309&VName=PQD
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  • Ayllon, T., & Kelly, K. (1972). Effects of reinforcement on standardized test performance. Journal of Applied Behavior Analysis, 5(4), 477-484. doi:10.1901/jaba.1972.5-477
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  • Ayrer, J. E., & McNamara, T. C. (1973). Survey testing on an out-of-level basis. Journal of Educational Measurement, 10(2), 79-84. doi:10.1111/j.1745-3984.1973.tb00785.x
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  • Bachor, D. G. (1979). Suggestions for modifications in testing low-achieving adolescents. The Journal of Special Education, 13(4), 443-452. doi:10.1177/002246697901300411
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  • Baker, J. S. (2005). Effect of extended time testing accommodations on grade point averages of college students with learning disabilities. Dissertation Abstracts International: Section B. Sciences and Engineering, 67(01). Retrieved from http://proquest.umi.com/pqdweb?did=1068277931&sid=3&Fmt=2&clientId=2256&RQT=309&VName=PQD
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  • Banerjee, M., & Shaw, S. F. (2007). High-stakes test accommodations: Documentation review by testing agencies in an era of change. Assessment for Effective Intervention, 32(3), 171-180. doi:10.1177/15345084070320030501
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  • Barnard-Brak, L., & Sulak, T. (2010). Online versus face-to-face accommodations among college students with disabilities. The American Journal of Distance Education, 24(2), 81-91. doi:10.1080/08923641003604251
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  • Barnard-Brak, L., Davis, T., Tate, A., & Sulak, T. (2009). Attitudes as a predictor of college students requesting accommodations. Journal of Vocational Rehabilitation, 31(3), 189-198. doi:10.3233/JVR-2009-0488
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  • Barnard-Brak, L., Sulak, T., Tate, A., & Lechtenberger, D. (2010). Measuring college students’ attitudes toward requesting accommodations: A national multi-institutional study. Assessment for Effective Intervention, 35(3), 141-147. doi:10.1177/1534508409358900
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  • Barnett, J. E. H., & Gay, C. (2015). Accommodating students with epilepsy or seizure disorders: Effective strategies for teachers. Physical Disabilities: Education and Related Services, 34(1), 1-13. doi:10.14434/pders.v34i1.13258
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  • Barnhill, G. P. (2016). Supporting students with Asperger Syndrome on college campuses: Current practices. Focus on Autism and Other Developmental Disabilities, 31(1), 3-15. doi:10.1177/1088357614523121
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  • Barton, K. E. (2002). A standard versus orally accommodated reading assessment for students with and without disabilities: An investigation of construct stability. Paper presented at the annual meeting of the National Council on Measurement in Education, New Orleans, LA.
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  • Barton, K. E. W. (2001). Stability of constructs across groups of students with different disabilities on a reading assessment under standard and accommodated administrations. Dissertation Abstracts International: Section A. Humanities and Social Sciences, 62(12), 4136.
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  • Barton, K. E., & Huynh, H. (2000). Patterns of errors made on a reading test with oral reading administration. Paper presented at the annual conference of the National Council on Measurement in Education (NCME), New Orleans, LA.
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  • Barton, K. E., & Huynh, H. (2003). Patterns of errors made by students with disabilities on a reading test with oral reading administration. Educational and Psychological Measurement, 63(4), 602-614. doi:10.1177/0013164403256363
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  • Barton, K. E., Sheinker, A., Edelblut, P., Elliot, S., & Mikulas, C. (2003). Comparability and accessibility: On line versus on paper writing prompt administration and scoring across students with various abilities. Paper presented at the annual meeting of the National Council on Measurement in Education, Chicago, IL.
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  • Baxter, B. (1941). An experimental analysis of the contributions of speed and level in an intelligence test. Journal of Educational Psychology, 32(4), 285-296. doi:10.1037/h0061115
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  • Bayles, M. (2009). Perceptions of educators and parents of the California High School Exit Examination (CAHSEE) requirement for students with disabilities. Dissertation Abstracts International: Section A. Humanities and Social Sciences, 71(04). Retrieved from http://proquest.umi.com/pqdweb?did=1999385181&sid=3&Fmt=2&clientId=2256&RQT=309&VName=PQD
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  • Beattie, S. (1982). The effect of physical test format modifications on the performance of third grade mildly handicapped and normal students. Dissertation Abstracts International: Section A. Humanities and Social Sciences, 43(9), 2971. Retrieved from http://proquest.umi.com/pqdweb?did=749348421&sid=23&Fmt=2&clientId=2256&RQT=309&VName=PQD
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  • Beattie, S., Grise, P., & Algozzine, B. (1983). Effects of test modifications on the minimum competency performance of learning disabled students. Learning Disability Quarterly, 6(1), 75-77. Retrieved from http://www.jstor.org/stable/1510869
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  • Beddow, P. A. (2011). Effects of testing accommodations and item modifications on students’ performance: An experimental investigation of test accessibility strategies. Dissertation Abstracts International: Section A. Humanities and Social Sciences, 72(12). Retrieved from http://etd.library.vanderbilt.edu/available/etd-02092011-230046/unrestricted/Beddow.pdf
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  • Bennett, R. E., Braswell, J., Oranje, A., Sandene, B., Kaplan, B., & Yan, F. (2008). Does it matter if I take my mathematics test on computer? A second empirical study of mode effects in NAEP. The Journal of Technology, Learning, and Assessment, 6(9). Retrieved from http://ejournals.bc.edu/ojs/index.php/jtla/article/view/1639/1472
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  • Bennett, R. E., Rock, D. A., & Jirele, T. (1987). GRE score level, test completion, and reliability for visually impaired, physically handicapped, and non handicapped groups. The Journal of Special Education, 21(3), 9-21. doi:10.1177/002246698702100303
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  • Bennett, R. E., Rock, D. A., & Kaplan, B. A. (1987). SAT differential item performance for nine handicapped groups. Journal of Educational Measurement, 24(1), 41-55. doi:10.1111/j.1745-3984.1987.tb00260.x
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  • Bennett, R. E., Rock, D. A., & Novatkoski, I. (1989). Differential item functioning on the SAT-M Braille edition. Journal of Educational Measurement, 26(1), 67-79. doi:10.1111/j.1745-3984.1989.tb00319.x
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  • Berger, C., & Lewandowski, L. (2013). The effect of a word processor as an accommodation for students with learning disabilities. Journal of Writing Research, 4(3), 300-318. doi:10.17239/jowr-2013.04.03.2
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  • Bielinski, J., Sheinker, A., & Ysseldyke, J. (2003). Varied opinions on how to report accommodated test scores: Findings based on CTB/McGraw-Hill’s framework for classifying accomodations. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved from www.education.umn.edu/nceo/onlinepubs//synthesis49.html
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  • Bielinski, J., Thurlow, M., Ysseldyke, J., Freidebach, J., & Freidebach, M. (2001). Read-aloud accommodations: Effects on multiple-choice reading and math items (Technical Report No. 31). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved from http://www.cehd.umn.edu/nceo/OnlinePubs/Technical31.htm
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  • Bishop-Temple, C. (2007). The effects of interactive read-alouds on the reading achievement of middle grade reading students in a core remedial program. Dissertation Abstracts International: Section A. Humanities and Social Sciences, 68(10), 4179. Retrieved from http://proquest.umi.com/pqdweb?index=4&did=1425304031&SrchMode=1&sid=10&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1225219212&clientId=2256
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  • Blanding, K. M., Richards, J., Bradley-Johnson, S., & Johnson, M. J. (1994). The effect of token reinforcement on McCarthy Scale performance for white preschoolers of low and high social position. Journal of Behavioral Education, 4(1), 33-39. doi:10.1007/BF01560507
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  • Blaskey, P., Scheiman, M., Parisi, M., Ciner, E. B., Gallaway, M., & Selznick, R. (1990). The effectiveness of Irlen Filters for improving reading performance: A pilot study. Journal of Learning Disabilities, 23(10), 604-612. doi:10.1177/002221949002301007
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Keywords
% of Sample with Disability
Intended audience
Data collection instrument(s)
Technique(s) used in data analysis