OCR: Organization failed to provide approved testing accommodations

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.

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Private Room Testing Accommodations for Students with ADHD

ADHD Report The ◽

10.1521/adhd.2020.28.8.1 ◽

2020 ◽

Vol 28 (8) ◽

pp. 1-5

Author(s):

Benjamin J. Lovett ◽

Lawrence J. Lewandowski

Keyword(s):

Testing Accommodations ◽

Students With Adhd

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Evaluations for Testing Accommodations for Adolescents and Adults with Specific Learning Disorders or Attention-Deficit/Hyperactivity Disorder

Handbook of Private Practice ◽

10.1093/med:psych/9780190272166.003.0051 ◽

2017 ◽

pp. 654-659 ◽

Cited By ~ 1

Author(s):

Robert L. Mapou

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Learning Disabilities ◽

Attention Deficit ◽

Learning Disorders ◽

Testing Accommodations ◽

Hyperactivity Disorder ◽

Specific Learning Disorder ◽

Disability Law ◽

Adolescents And Adults ◽

Specific Learning

Testing to determine if adolescents or adults have a specific learning disorder or attention-deficit/hyperactivity disorder (ADHD) is a niche practice area for psychologists experienced with assessment. Testing may be done to update earlier documentation or to determine whether an individual having difficulty in school or on the job has a learning disability or ADHD that accounts for his or her difficulties. Often, one goal of these evaluations is to determine if an individual qualifies for accommodations on classroom and standardized tests. This chapter describe the author’s training and the information clinicians need to have to complete these evaluations. Clinicians must be familiar with research on learning disabilities and ADHD in adolescents and adults, so that their evaluations will be evidence based, and with disability law. The positive and negative aspects of this practice area and business considerations are discussed. The chapter concludes with advice for how clinicians interested in these evaluations can obtain training.

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