Separate Room Testing Accommodations for Students With and Without ADHD

Benjamin J. Lovett, Lawrence J. Lewandowski, Lindsey Carter

Research output: Contribution to journalArticlepeer-review

13 Scopus citations


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 languageEnglish (US)
Pages (from-to)852-862
Number of pages11
JournalJournal of Psychoeducational Assessment
Issue number7
StatePublished - Oct 1 2019


  • ADHD
  • assessment
  • testing accommodations

ASJC Scopus subject areas

  • Education
  • Clinical Psychology
  • General Psychology


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