Parolin, R. (2006). The effects of extended time on the mathematics performance of students with and without attention deficit hyperactivity disorder (Publication No. 3241794) [Doctoral dissertation, Syracuse University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304947378

Syracuse University (Onondaga County, NY); ProQuest document ID: 304947378

The impact of extended testing time on student performance on a Mathematics Calculation Test (MCT) for students with Attention Deficit/Hyperactivity Disorder (ADHD) and those without ADHD were examined in this study.

A total of 54 students in grades 5-7 participated in this study. There were 27 students in each group in the study (students with ADHD and students without ADHD). These participants were recruited from two large, suburban middle schools in Central New York (U.S.).

The Maximum Potential Thesis (MPT), which posits that students with disabilities benefit from the extended testing time accommodation, while students without disabilities do not benefit from the same time extension were evaluated in this study. The study also measured processing speed, mathematics fluency, executive functions, and academic achievement to determine group differences.

The participants with ADHD demonstrated lower processing speed, math fluency, and academic achievement, and had more executive function challenges during the MCT were found in this study. Both groups of students benefited from the extended testing time, which does not support the MPT. With the extended time accommodation, the students with ADHD performed as well as the control group testing under the standard time condition.