Altman, J. R., Cormier, D. C., Lazarus, S. S., Thurlow, M. L., Holbrook, M., Byers, M., Chambers, D., Moore, M., & Pence, N. (2010). Accommodations: Results of a survey of Alabama special education teachers (Synthesis Report No. 81). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/Synthesis81/default.htm

The accommodations examined in this study were those reported being used in Alabama—they included many different accommodations naturalistically being offered in a state. Details about accommodations use frequencies are reported as a result of the study.

The participants included 2,336 special education teachers from across the state of Alabama (U.S.).

The dependent variable was a teacher survey which was designed to answer the following research questions:
"1. Which factors influence IEP team decisions about how accommodations are used for instruction and assessment?
2. Are there differences in the factors and considerations identified by respondents for selecting instructional and assessment accommodations?
3. What are the most frequently used accommodations for instruction and assessment?" (p. 2).

The findings of this study include that the most commonly-endorsed consideration for making accommodations decisions in instruction is students' characteristics, whereas the most often-endorsed consideration in assessment is success in use of the accommodation in the classroom. Other considerations are also reported.
Also, the most-used accommodation is small group or individual administration (67% of respondents), and the least-used is "templates" (2% of respondents). Other data on use frequency are also reported.