Pariseau, M. E., Fabiano, G. A., Massetti, G. M., Hart, K. C., & Pelham, W. E. (2010). Extended time on academic assignments: Does increased time lead to improved performance . School Psychology Quarterly , 25 (4), 236–248. https://doi.org/10.1037/a0022045

The effect of the extended time accommodation on classroom behavior and rate of work completion for children with attention-deficit/hyperactivity disorder (ADHD) was examined.

Thirty-three students with ADHD who were attending a Summer Treatment Program (an intervention for children with ADHD) participated. Sixteen participants were 7–9 years old, and 17 participants were 10–12 years old.

Appropriate classroom behavior and rate of problems completed per minute were measured across two conditions: standard time (30 minutes) or extended time (45 minutes). These measures were taken during the two hours a day that students spent in a classroom setting with the intention of learning and meeting behavioral rules and goals.

Students completed more problems correctly per minute when working under standard time compared to extended time, suggesting that students worked faster when they knew they had less time to complete their work. There were no differences in appropriate behavior between the different time conditions. These results were the same regardless of age group, medication status (for ADHD), or whether they were determined to need accommodations via an IEP or 504 plan.