Accommodations for Students with Disabilities Bibliography: Database

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935 results.

  • Elbaum, B., Arguelles, M. E., Campbell, Y., & Saleh, M. B. (2004). Effects of a student-reads-aloud accommodation on the performance of students with and without learning disabilities on a test of reading comprehension. Exceptionality, 12(2), 71–87. https://doi.org/10.1207/s15327035ex1202_2

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  • Elliott, J., Bielinski, J., Thurlow, M., DeVito, P., & Hedlund, E. (1999). Accommodations and the performance of all students on Rhode Island’s performance assessment (Rhode Island Assessment Report 1). University of Minnesota, National Center on Educational Outcomes. https://ici.umn.edu/products/862

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  • Elliott, S. N. (1999, June). Valid testing accommodations: Fundamental assumptions and methods for collecting validity evidence [Paper presentation]. Council of Chief State School Officers (CCSSO) National Conference on Large-Scale Assessment, Snowbird, UT, United States.

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  • Elliott, S. N., & Marquart, A. (2003). Extended time as an accommodation on a standardized mathematics test: An investigation of its effects on scores and perceived consequences for students with varying mathematical skills (WCER Working Paper No. 2003–1). Wisconsin Center for Education Research, University of Wisconsin-Madison. http://wcer.wisc.edu/publications/working-papers

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  • Elliott, S. N., & Marquart, A. M. (2004). Extended time as a testing accommodation: Its effects and perceived consequences. Exceptional Children, 70(3), 349–367. https://doi.org/10.1177/001440290407000306

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  • Elliott, S. N., & McKevitt, B. (2000, April). Testing accommodations decisions: Legal and technical issues challenging educators. Annual conference of the American Educational Research Association (AERA), New Orleans, LA, United States.

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  • Elliott, S. N., Kettler, R. J., Beddow, P. A., Kurz, A., Compton, E., McGrath, D., Bruen, C., Hinton, K., Palmer, P., Rodriguez, M. C., Bolt, D., & Roach, A. T. (2010). Effects of using modified items to test students with persistent academic difficulties. Exceptional Children, 76(4), 475–495. https://doi.org/10.1177/001440291007600406

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  • Elliott, S. N., Kratochwill, T. R., & McKevitt, B. C. (2001). Experimental analysis of the effects of testing accommodations on the scores of students with and without disabilities. Journal of School Psychology, 39(1), 3–24. https://doi.org/10.1016/S0022-4405(00)00056-X

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  • Elliott, S. N., Kratochwill, T. R., McKevitt, B. C., & Malecki, C. K. (2009). The effects and perceived consequences of testing accommodations on math and science performance assessments. School Psychology Quarterly, 24(4), 224–239. https://doi.org/10.1037/a0018000

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  • Elliott, S. N., Kratochwill, T. R., McKevitt, B., Schulte, A. G., Marquart, A., & Mroch, A. (1999, June). Experimental analysis of the effects of testing accommodations on the scores of students with and without disabilities: Mid-project results [Paper presentation]. Council of Chief State School Officers (CCSSO) National Conference on Large-Scale Assessment, Snowbird, UT, United States.

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  • Engelhard, G., Jr., Fincher, M., & Domaleski, C. S. (2011). Mathematics performance of students with and without disabilities under accommodated conditions using resource guides and calculators on high stakes tests. Applied Measurement in Education, 24(1), 22–38. https://doi.org/10.1080/08957347.2010.485975

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  • English, J. P., Gerber, M. M., & Semmel, M. I. (1985). Microcomputer-administered spelling tests:  Effects on learning handicapped and normally achieving students. Journal of Reading, Writing, and Learning Disabilities International, 1(2), 165–176. https://doi.org/10.1080/0748763850010210

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  • Enriquez, M. (2008). Examining the effects of linguistic accommodations on the Colorado Student Assessment Program - Mathematics (Publication No. 3337051) [Doctoral dissertation, University of Denver]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304632238
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  • Erin, J. N., Hong, S., Schoch, C., & Kuo, Y. (2006). Relationships among testing medium, test performance, and testing time of high school students who are visually impaired. Journal of Visual Impairment & Blindness, 100(9), 523–532. https://doi.org/10.1177/0145482X0610000904

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  • Espin, C. A., & Sindelar, P. T. (1988). Auditory feedback and writing: Learning disabled and nondisabled students. Exceptional Children, 55(1), 45–51. https://doi.org/10.1177/001440298805500105

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  • Evans, L. D., Tanehill, R., & Martin, S. (1995). Children’s reading skills: A comparison of traditional and computerized assessment. Behavior Research Methods, Instruments, & Computers, 27(2), 162–165. https://doi.org/10.3758/BF03204723

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  • Evmenova, A. S., & Regan, K. (2019). Supporting the writing process with technology for students with disabilities. Intervention in School and Clinic, 55(2), 78–85. https://doi.org/10.1177/1053451219837636

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  • Evmenova, A. S., Graff, H. J., Jerome, M. K., & Behrmann, M. M. (2010). Word prediction programs with phonetic spelling support: Performance comparisons and impact on journal writing for students with writing difficulties. Learning Disabilities Research & Practice, 25(4), 170–182. https://doi.org/10.1111/j.1540-5826.2010.00315.x

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  • Farmer, M., & Laing, J. (1987). Characteristics of students with learning disabilities who take the ACT assessment under special conditions. Journal of Postsecondary Education and Disability, 5(1), 27–32. https://www.ahead.org/professional-resources/publications/jped
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  • Feldman, E., Kim, J., & Elliott, S. N. (2011). The effects of accommodations on adolescents’ self-efficacy and test performance. The Journal of Special Education, 45(2), 77–88. https://doi.org/10.1177/0022466909353791

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