Pritchard, A. E., Koriakin, T., Carey, L., Bellows, A., Jacobson, L., & Mahone, E. (2016). Academic testing accommodations for ADHD: Do they help ? Learning Disabilities: A Multidisciplinary Journal , 21 (2), 67–78. https://ldaamerica.org/info/learning-disabilities-a-multidisciplinary-journal/

Journal Article
Pritchard, A. E., Koriakin, T., Carey, L., Bellows, A., Jacobson, L., & Mahone, E. (2016). Academic testing accommodations for ADHD: Do they help? Learning Disabilities: A Multidisciplinary Journal, 21(2), 67–78. https://ldaamerica.org/info/learning-disabilities-a-multidisciplinary-journal/

Tags

Attention problem; Breaks during testing; Calculation device or software (interactive); Elementary; Extended time; Intelligence test; Learning disabilities; Math; Middle school; Multiple ages; Oral delivery; Reading; Specialized setting; U.S. context

URL

https://ldaamerica.org/info/learning-disabilities-a-multidisciplinary-journal/

Summary

Accommodation

The effectiveness of testing accommodations on the reading and math outcomes of students identified as having attention deficit hyperactivity disorder (ADHD) was investigated. Specifically, the extended time, frequent breaks, reduced distractions, oral presentation, and calculator use accommodations were examined.

Participants

Ninety-six caregivers and their children with ADHD in grades 3–8 who lived in Maryland (U.S.) participated. 85% of caregivers were mothers, and 68% of students were male.

Dependent Variable

Results from the ADHD Rating Scale-IV, (ADHD-RS-V), the Colorado Learning Difficulties Questionnaire (CLDQ), and the Maryland School Assessment (MSA), as well as data extracted from educational records (the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV), the Wechsler Abbreviated Scales of Intelligence, 2nd Edition (WASI-II), the Stanford Binet, 5th Edition (SB-V), and the Differential Abilities Scales, 2nd Edition (DAS-II)), were used to measures students’ academic outcomes and abilities.

Findings

Accommodation use was not associated with higher performance on the Maryland School Assessment for students with ADHD. Additionally, no moderating effects of processing speed between accommodations use and test performance were observed. Researchers suggested that testing accommodations did not have a strong effect on test outcomes for students with ADHD.