TY - JOUR
T1 - Separate Room Testing Accommodations for Students With and Without ADHD
AU - Lovett, Benjamin J.
AU - Lewandowski, Lawrence J.
AU - Carter, Lindsey
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The study was financially supported by a SUNY Cortland Faculty Research Program grant to the first author.
Publisher Copyright:
© The Author(s) 2018.
PY - 2019/10/1
Y1 - 2019/10/1
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
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U2 - 10.1177/0734282918801420
DO - 10.1177/0734282918801420
M3 - Article
AN - SCOPUS:85059348669
VL - 37
SP - 852
EP - 862
JO - Journal of Psychoeducational Assessment
JF - Journal of Psychoeducational Assessment
SN - 0734-2829
IS - 7
ER -