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
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Syracuse University (Syracuse, NY)
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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.