Albert, A. B. (2023). Do testing accommodations have the potential to induce stereotype threat in students with ADHD ? (Publication No. 30635513) [Doctoral dissertation, Syracuse University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2864146070

Dissertation
Albert, A. B. (2023). Do testing accommodations have the potential to induce stereotype threat in students with ADHD? (Publication No. 30635513) [Doctoral dissertation, Syracuse University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2864146070

Notes

Syracuse University (Syracuse, NY)

Tags

Attention problem; College entrance test; Emotional/Behavioral disability; Extended time; Learning disabilities; No disability; Postsecondary; Student survey; U.S. context

URL

https://www.proquest.com/docview/2864146070

Summary

Accommodation

Extended time was investigated, including its potential benefits as well as the possibility of negative performance effects..

Participants

Postsecondary students attending Syracuse University in New York (U.S.) participated, including 41 students with attention-deficit/hyperactivity disorder (ADHD) and 127 students without ADHD. Participants were screened for symptoms of ADHD using the Adult ADHD Self-Report Scale (Kessler et al., 2005).

Dependent Variable

An online small group concurrent administration of the verbal reasoning portion of the Graduate Record Examination (GRE) was conducted for each of the participants with and without ADHD. Students also completed a survey on demographics, academic grades (GPA), and psychiatric histories. was also completed, as well as a set of published experiential measures on situational stress, stigma awareness, self-esteem, and academic self-efficacy; a heart rate monitor was also used.

Findings

There was no stereotype threat effect from using extended time for students with ADHD. Specifically, the potential need for the extended time accommodation did not indicate negative effects on test performance.