Effects of a Private Room Versus Group Setting on Math Test Performance of College Students with ADHD

Lawrence Lewandowski, Brian K. Martens, Adam Clawson, Timothy Reid

Research output: Contribution to journalArticle

Abstract

The effects of (a) private room, (b) typical classroom, and (c) high-distraction room test settings were examined on the math test performance of six college students (four females) with ADHD. Participants (aged 18–30 years) completed multiple, equivalent algebra calculation tests (100 items each) under the three test-setting conditions. A multi-element design was used to compare the number of items attempted (test access) and percentage correct (accuracy). Students also rated their level of distraction after each testing session on a Likert-type scale. Results showed that students found the high-distraction setting more distracting than other settings and that five of six students accessed more test items in the private room versus the high-distraction setting, with three of the six demonstrating nonoverlapping data across settings. A regular classroom setting did not produce a high level of distraction, nor did it restrict student access to the math tests relative to a private room setting. These findings suggest that some students with ADHD are affected negatively by highly distracting environments and may benefit from a quiet, private test setting. Single-case experimental designs may be useful for examining individual differences among students with disabilities receiving specific test accommodations.

Original languageEnglish (US)
JournalJournal of Behavioral Education
DOIs
StateAccepted/In press - Jan 1 2020

Keywords

  • Academic intervention
  • ADHD
  • Distractibility
  • Private test room
  • Test accommodation

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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