Laitusis, C. C., Morgan, D. L., Bridgeman, B., Zanna, J., & Stone, E. (2007). Examination of fatigue effects from extended-time accommodations on the SAT reasoning test (College Board Research Report No. 2007-1). The College Board. https://professionals.collegeboard.org/

College Board Research Report No. 2007-1
ETS RR-07-31

The effects of the extended time accommodation on student fatigue while taking the Standard Aptitude Test (SAT) Reasoning Test was examined in this study.

Students with learning disabilities and/or Attention-Deficit/Hyperactivity Disorder (ADHD) who used extended time (time and a half or double time) while taking the critical reading and writing sections of the SAT and students without disabilities who took the test using standard time conditions were included in this study.

Students who used extra time while testing experienced excessive fatigue compared to students who were not using extra time is what this study aimed at determining. Excessive fatigue in this context was defined in two ways: significant increase in differential item functioning (DIF) and significant decrease in item completion of items at the end of the test compared to the beginning. To measure this fatigue, the study compared the performance of students who tested with extended time to that of the students who tested under standard time on items at the beginning of the exam and near the end.

Evidence was not found to support significant fatigue effect between extended and standard time conditions of the SAT writing sections studied. While there was a slight decrease in item completion rates near the end of the exam for students using extra time (particularly the time and a half) compared to standard time, the results were not statistically significant.