Gelbar, N., & Madaus, J. (2021). Factors related to extended time use by college students with disabilities . Remedial and Special Education , 42 (6), 374–383. https://doi.org/10.1177/0741932520972787

Extended time in various forms was investigated: 150% extended time (time and a half), 200% extended time (double time) and 300% extended time (triple time).

The data for 596 students with disabilities receiving the extended time accommodations and attending a large research university in the Northeast (U.S.) were reviewed in relation to other demographics and variables. A total of 3,726 exams in 1,517 courses was reviewed. Incidence of extended time by student, by exam, and at the course level was reported. Student use of extended time at least once in a course was identified as the central variable. The participants and courses were the random factors in the model. Students' gender and disability category (as six binary categories), final course grade, course level, and STEM course (binary) were fixed predictors in the model.

Incidence of extended time by student, by exam, and at the course level was reported. Student use of extended time at least once in a course was identified as the central variable. The participants and courses were the random factors in the model. Students' gender and disability category (as six binary categories), final course grade, course level, and STEM course (binary) were fixed predictors in the model.

Approximately 52% of examinations taken by students with disabilities did not use extended time. When including the use of extended time on all exams in a single course, researchers found that extended time was used in 58% of courses. Approximately half of exams with extended time were completed within up to 150% extended time (also called "time and a half"), and half used more than 150% extended time—up to double (200%) or triple (300%) extended time. Researchers emphasized the importance of individualization for the extended time accommodation and not a generalized extended time accommodation time limit. On the relationship of student level factors to extended time: there were no differences across disability types for courses in which one exam required extended time or the overall proportion of exams required extended time. Students with multiple disabilities used extended time at a higher rate than students with just one disability. Students with disabilities in their fourth year, second year, and first year of their academic careers used extended time more than half the time; in contrast, students in their third undergraduate year used extended time less frequently as a group. No gender differences in extended time use were found. Exams in science, technology, engineering, and math (STEM) courses required extended time more than for other courses. Limitations of the study were reported, and future research possibilities were suggested.