Holmes, A., & Silvestri, R. (2019). Extra time or unused time? What data from a college testing center tells us about 50% extra time as an accommodation for students with learning disabilities . Psychological Injury and Law , 12 (1), 7–16. https://doi.org/10.1007/s12207-019-09339-9

Extended time at the 150% level ("time-and-a-half," or 50% more than standard time) was investigated to determine the necessity of this accommodation according to actual use patterns, and related factors. Data on students' concurrent use of assistive technology (AT; text to speech and word-prediction software) were also included in analyses.

Postsecondary students with disabilities (n=166) in Ontario, Canada attending on a full-time and part-time basis provided data for analyses. Inclusion criteria required that the students were permitted extended time as a course examination accommodation through the college’s Disability Services Office (DSO). Three groups of students were considered separately, by disability: learning disabilities (n=87), mental health-related disabilities (n=56), and attention-related disabilities (ADHD; n=23). Other demographics were not reported. Participants' major courses of study were noted; the three most common were: Health and Medical Services (35%), Business, Finance, and Administration (26%), and Education/Community and Social Services (19%).

Extant data from course examination records during two academic years (2012–2013 and 2013–2014) for postsecondary students with disabilities, but not exam performance scores, were analyzed. Exams included routine tests as well as mid-term and final course examinations. Information derived from the dataset included: exam duration, extended time provided, extended time used, and other assistive technology used concurrently.