Wei, X., & Zhang, S. (2024). Extended time accommodation and the academic, behavioral, and psychological outcomes of students with learning disabilities . Journal of Learning Disabilities , 57 (4), 242–254. https://doi.org/10.1177/00222194231195624

[Advance online publication (8/30/23)]

Extended time on large-scale assessments was examined, with students with learning disabilities receiving triple the standard testing time (90 minutes instead of 30 minutes) on a mathematics assessment.

Eighth-grade students with learning disabilities (n = 1,530) who took the 2017 National Assessment of Educational Progress (NAEP) digital mathematics test participated in this study. Among these students, 600 were not granted extended time, while 930 were granted extended time, with 680 (73%) not using the extended time and 250 (27%) using the extended time.

Math performance was measured by total scores on 15 math test items. Researchers analyzed response times using existing NAEP process data. Test-taking behaviors were also measured, including number of actions performed, number of item revisits, and use of digital tools such as drawing and text-to-speech functions. Student attitudes were assessed through post-test surveys.

Extended time showed differential effects, with students who used extended time scoring significantly higher on the math test than students who did not use extended time, while students who received but did not use extended time scored significantly lower. Both extended time groups reported lower perceived time pressure and higher math interest and enjoyment. Students who used extended time demonstrated more test-taking actions, more item revisits, higher digital tool usage, and better performance on time-consuming items.