Lee, K. S., Osborne, R. E., & Carpenter, D. N. (2010). Testing accommodations for university students with AD/HD: Computerized vs. paper-pencil/regular vs. extended time . Journal of Educational Computing Research , 42 (4), 443–458. https://doi.org/10.2190/EC.42.4.e

Extended time and computer-based administration and response were investigated.

A total of 31 students with attention-deficit hyperactivity disorder (ADHD) at a public university in the Southwest (U.S.) participated. Demographic data on sex, age, and ethnicity were reported.

The dependent variables included performance on a course exam in introductory psychology, as well as participants' views of their testing experiences as reported on a survey and in a follow-up interview.

The results yielded that participants performed significantly better on the computer-based exam than the paper-and-pencil format, and participants receiving the extended time accommodation performed no better than those completing the test without extended time. There was a small and non-significant interaction effect: participants with extended time on the computer-based exam scored better than participants with extended time on the paper-and-pencil exam. Participants' testing preferences included a quiet room with minimal furnishings and minimal activity, with natural light, calming music, moderate temperature, and comfortable seating and space, among others. Participants also indicated that quiet setting and extended time were the most important accommodations. More preferred paper-and-pencil format, and indicated that their desired item layout was one-item-at-a-time, if computerized format was necessary. Limitations of the study were reported.