The Effect of Extended Test Time for Students with Attention-Deficit Hyperactivity Disorder

The purpose of the present study was to investigate whether a specific testing accommodation (extended time) affects test scores for college students with and without ADHD. College students with ADHD (N = 61) and without ADHD (N = 68) took a math test, after having been told they had either standard...

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Bibliographic Details
Published inJournal of Postsecondary Education and Disability Vol. 26; no. 3; pp. 263 - 272
Main Authors Wadley, M. Nichole, Liljequist, Laura
Format Journal Article
LanguageEnglish
Published Association on Higher Education and Disability 2013
Subjects
Attention Deficit Hyperactivity Disorder
College Students
Comparative Analysis
Evaluation Methods
Hypothesis Testing
Kentucky
Likert Scales
Mathematics Tests
Scores
Student Evaluation
Time
Time Factors (Learning)
Kentucky
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Summary:The purpose of the present study was to investigate whether a specific testing accommodation (extended time) affects test scores for college students with and without ADHD. College students with ADHD (N = 61) and without ADHD (N = 68) took a math test, after having been told they had either standard time or extended time to complete the test. Results indicated that the testing condition (i.e., extended versus standard time) had no significant effect on test scores or on the amount of time students took to complete the test. However, students with ADHD, on average, took more time to complete the test, attained lower test scores, and had lower state self-esteem than students without ADHD.