Lee, K. S., Osborne, R. E., Hayes, K. A., & Simoes, R. A. (2008). The effects of pacing on the academic testing performance of college students with ADHD: A mixed methods study . Journal of Educational Computing Research , 39 (2), 123–141. https://doi.org/10.2190/EC.39.2.b

The effects on academic test performance for computer-based testing with either computer-paced or student-paced item presentation were investigated.

Twenty-one (21) postsecondary students attending a mid-sized public university in the Southwest (U.S.) who were registered with the Office of Disabilities participated. Participants were identified with attention-deficit hyperactivity disorder (ADHD). Participants' ages, race/ethnicity and gender were reported.

Performance on a reading comprehension test over a series of reading passages was collected for two groups of students, randomly assigned to one of two testing conditions. Interviews were conducted after the test administration to discern the students’ perceptions of the value of the various components of the testing environment.

No significant differences were found in performance scores between the students tested under the two conditions; however, the interview data illuminated the quantitative findings in that the students reported that the computer-based testing environment itself, as well as other environmental variables, provided a beneficial structure and format conducive to their overall successful performance under both accommodations. Future research possibilities were suggested.