Accommodations for Students with Disabilities Bibliography: Database

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909 results.
  • Sullivan, P. M. (1982). Administration modifications on the WISC-R performance scale with different categories of deaf children. American Annals of the Deaf, 127(6), 780–788. https://doi.org/10.1353/aad.2012.1394

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  • Svetina, D., Dai, S., & Wang, X. (2017). Use of cognitive diagnostic model to study differential item functioning in accommodations. Behaviormetrika, 44(2), 313–349. https://doi.org/10.1007/s41237-017-0021-0

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  • Swain, C. R. (1997). A comparison of a computer-administered test and a paper and pencil test using normally achieving and mathematically disabled young children (Publication No. 9727805) [Doctoral dissertation, University of North Texas]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304368952
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  • Sweet, R. C., & Ringness, T. A. (1971). Variations in the intelligence test performance of referred boys of differing racial and socioeconomic backgrounds as a function of feedback or monetary reinforcement. Journal of School Psychology, 9(4), 399–409. https://doi.org/10.1016/0022-4405(71)90031-8

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  • Szarko, J. E. (2000). Familiar versus unfamiliar examiners: The effects on the testing performance and behaviors of children with autism and related developmental disabilities (Publication No. 9966904) [Doctoral dissertation, The Pennsylvania State University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304614068
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  • Szarko, J., Brown, A., & Watkins, M. (2013). Examiner familiarity effects for children with autism spectrum disorders. Journal of Applied School Psychology, 29(1), 37–51. https://doi.org/10.1080/15377903.2013.751475

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  • Südkamp, A., Pohl, S., & Weinert, S. (2015). Competence assessment of students with special educational needs — Identification of appropriate testing accommodations. Frontline Learning Research, 3(2), 1–26. https://doi.org/10.14786/flr.v3i2.130

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  • Tachibana, K. K. (1986). Standardized testing modifications for learning disabled college students in Florida (Publication No. 8619496) [Doctoral dissertation, University of Miami]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/303487200
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  • Taherbhai, H., Seo, D., & Bowman, T. (2012). Comparison of paper-pencil and online performances of students with learning disabilities. British Educational Research Journal, 38(1), 61–74. https://doi.org/10.1080/01411926.2010.526193

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  • Tam, I. (2020). The effect of the read-aloud and extended time accommodations on NAEP fourth and eighth grade reading and mathematics for students with disabilities (Publication No. 28024248) [Doctoral dissertation, St. John’s University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2467622302
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  • Tarconish, E., Taconet, A., Madaus, J. W., Gelbar, N., Dukes, L., III, & Faggella-Luby, M. (2022). Perceptions of college students with disabilities regarding institutional and disability services offices response to sustaining education during COVID-19. Journal of Postsecondary Education and Disability, 35(2), 99–111. https://www.ahead.org/professional-resources/publications/jped
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  • Tavani, C. M. (2004). The impact of testing accommodations on students with learning disabilities: An investigation of the 2000 NAEP mathematics assessment (Publication No. 3137495) [Doctoral dissertation, Florida State University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/305182301
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  • Taylor, E. (2017). The influence of testing accommodations on academic performance and disciplinary rates (Publication No. 10688649) [Doctoral dissertation, Capella University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2008665931
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  • Taylor, M., & Houghton, S. (2008). Examination-related anxiety in students diagnosed with AD/HD, and the case for an allocation of extra time: Perspectives of teachers, mothers and students. Emotional and Behavioural Difficulties, 13(2), 111–125. https://doi.org/10.1080/13632750802027663
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  • Terreberry, S. C. (2017). Understanding student and faculty perceptions of the accommodation and support procedures for students with LD in Ontario universities: A mixed methods approach (Publication No. 29245206) [Doctoral dissertation, The University of Western Ontario]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2714865355
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  • Terrell, F., Taylor, J., & Terrell, S. L. (1978). Effects of type of social reinforcement on the intelligence test performance of lower-class black children. Journal of Consulting and Clinical Psychology, 46(6), 1538–1539. https://doi.org/10.1037/0022-006X.46.6.1538

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  • Terrell, F., Terrell, S. L., & Taylor, J. (1980). Effects of race of examiner and type of reinforcement on the intelligence test performance of lower-class black children. Psychology in the Schools, 17(2), 270–272. https://doi.org/10.1002/1520-6807(198004)17:2<270::AID-PITS2310170220>3.0.CO;2-F

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  • Terrell, F., Terrell, S. L., & Taylor, J. (1981). Effects of type of reinforcement on the intelligence test performance of retarded black children. Psychology in the Schools, 18(2), 225–227. https://doi.org/10.1002/1520-6807(198104)18:2<225::AID-PITS2310180220>3.0.CO;2-Z

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  • Thompson, S. J., Lazarus, S. S., Thurlow, M. L., & Clapper, A. T. (2005). The role of accommodations in educational accountability systems (EPRRI Topical Review No. 8). Educational Policy Reform Research Institute. https://eric.ed.gov/?id=ED509864

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  • Thompson, T., Coleman, J. M., Riley, K., Snider, L. A., Howard, L. J., Sansone, S. M., & Hessl, D. (2018). Standardized assessment accommodations for individuals with intellectual disability. Contemporary School Psychology, 22(4), 443–457. https://doi.org/10.1007/s40688-018-0171-4

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