Lindstrom, J. H., & Gregg, N. (2007). The role of extended time on the SAT for students with learning disabilities and/or attention-deficit/hyperactivity disorder . Learning Disabilities Research & Practice , 22 (2), 85–95. https://doi.org/10.1111/j.1540-5826.2007.00233.x

The validity of inferences that can be made on test scores from students with disabilities under extended-time testing conditions was analyzed.

A combined total of 4,952 prospective postsecondary students formed the extant dataset for analysis, drawn from the nationwide (U.S.) March 2005 administration of a large-scale assessment for admission to postsecondary education. Participants consisted of 2,476 students without disabilities, and 2,476 students who reported having learning disabilities (n=1517), attention-deficit hyperactivity disorder (ADHD; n=588), or both conditions (n=371).

Scores from three sections of the Scholastic Aptitude Reasoning Test (SAT) for college admission—Critical Reading, Math, and Writing—formed the dependent variables examined.

Invariance across the two groups was supported for all parameters of interest, suggesting that the scores on the Critical Reading, Math, and Writing sections of the SAT Reasoning Test can be interpreted in the same way when students have an extended-time administration as they were interpreted for the standard-time administration. Future research possibilities were suggested.