Abstract
Students with attention-deficit/hyperactivity disorder (ADHD) are frequently provided a separate room in which to take exams, to reduce external distractions. However, little research has explored the efficacy of this accommodation. In the present study, college students with (n = 27) and without (n = 42) ADHD diagnoses were administered two parallel forms of a timed silent reading comprehension test, one in a classroom with other students, and one in a private, proctored setting. A two-way analysis of variance found no significant main effects for either ADHD status or test setting on performance, and no significant interaction between the factors either. However, inspection of student-level data and exploration of continuous relationships between self-reported ADHD symptoms and test performance patterns suggested that separate room accommodations may be beneficial for a subgroup of students with ADHD.
| Original language | English (US) |
|---|---|
| Journal | Journal of Psychoeducational Assessment |
| DOIs | |
| State | Accepted/In press - Jan 1 2018 |
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Keywords
- ADHD
- assessment
- testing accommodations
ASJC Scopus subject areas
- Education
- Clinical Psychology
- Psychology(all)
Cite this
Separate Room Testing Accommodations for Students With and Without ADHD. / Lovett, Benjamin J.; Lewandowski, Lawrence J; Carter, Lindsey.
In: Journal of Psychoeducational Assessment, 01.01.2018.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Separate Room Testing Accommodations for Students With and Without ADHD
AU - Lovett, Benjamin J.
AU - Lewandowski, Lawrence J
AU - Carter, Lindsey
PY - 2018/1/1
Y1 - 2018/1/1
N2 - Students with attention-deficit/hyperactivity disorder (ADHD) are frequently provided a separate room in which to take exams, to reduce external distractions. However, little research has explored the efficacy of this accommodation. In the present study, college students with (n = 27) and without (n = 42) ADHD diagnoses were administered two parallel forms of a timed silent reading comprehension test, one in a classroom with other students, and one in a private, proctored setting. A two-way analysis of variance found no significant main effects for either ADHD status or test setting on performance, and no significant interaction between the factors either. However, inspection of student-level data and exploration of continuous relationships between self-reported ADHD symptoms and test performance patterns suggested that separate room accommodations may be beneficial for a subgroup of students with ADHD.
AB - Students with attention-deficit/hyperactivity disorder (ADHD) are frequently provided a separate room in which to take exams, to reduce external distractions. However, little research has explored the efficacy of this accommodation. In the present study, college students with (n = 27) and without (n = 42) ADHD diagnoses were administered two parallel forms of a timed silent reading comprehension test, one in a classroom with other students, and one in a private, proctored setting. A two-way analysis of variance found no significant main effects for either ADHD status or test setting on performance, and no significant interaction between the factors either. However, inspection of student-level data and exploration of continuous relationships between self-reported ADHD symptoms and test performance patterns suggested that separate room accommodations may be beneficial for a subgroup of students with ADHD.
KW - ADHD
KW - assessment
KW - testing accommodations
UR - http://www.scopus.com/inward/record.url?scp=85059348669&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85059348669&partnerID=8YFLogxK
U2 - 10.1177/0734282918801420
DO - 10.1177/0734282918801420
M3 - Article
AN - SCOPUS:85059348669
JO - Journal of Psychoeducational Assessment
JF - Journal of Psychoeducational Assessment
SN - 0734-2829
ER -