Literaturnachweis - Detailanzeige
Autor/inn/en | Pritchard, Alison Esposito; Koriakin, Taylor; Carey, Lisa; Bellows, Alison; Jacobson, Lisa; Mahone, E. Mark |
---|---|
Titel | Academic Testing Accommodations for ADHD: Do They Help? |
Quelle | In: Learning Disabilities: A Multidisciplinary Journal, 21 (2016) 2, S.67-78 (12 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1046-6819 |
DOI | 10.18666/LDMJ-2016-V21-I2-7414 |
Schlagwörter | Attention Deficit Hyperactivity Disorder; Testing Accommodations; Learning Disabilities; Elementary School Students; Middle School Students; Caregivers; Rating Scales; Reading Achievement; Mathematics Achievement; Scores; Parents; Intelligence Tests; Children; Cognitive Ability; Aptitude Tests; Statistical Analysis; Maryland; Wechsler Intelligence Scale for Children; Wechsler Intelligence Scales Short Forms; Stanford Binet Intelligence Scale Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Learning handicap; Lernbehinderung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Caregiver; Carer; Betreuungsperson; Pfleger; Rating-Skala; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Eltern; Intelligence test; Intelligenztest; Child; Kind; Kinder; Denkfähigkeit; Aptitude test; Eignungsprüfung; Eignungstest; Statistische Analyse |
Abstract | This study investigated the effectiveness of five commonly administered academic testing accommodations on reading and math performance in children with Attention-deficit/Hyperactivity Disorder (ADHD). A total of 96 parents of 3rd-8th grade students with ADHD participated. More than half of the sample also had parent-reported learning difficulties in reading and/or math. Individually administered cognitive and achievement test scores, types of testing accommodations received, and Maryland School Assessment (MSA) reading and math scores were obtained from these students' school records. Taking into account grade level and co-occurring learning difficulties, none of the five accommodations investigated were associated with better MSA scores among students with ADHD who received the accommodations versus comparable students who did not. Additionally, individual variation in processing speed performance did not moderate the association between receipt of accommodations and reading or math performance. Common testing accommodations, as presently administered, may offer little benefit for students with ADHD, regardless of co-occurring learning difficulties. (As Provided). |
Anmerkungen | Sagamore Publishing LLC. 1807 North Federal Drive, Urbana, IL 61801. Tel: 800-327-5557; Tel: 217-359-5940; Fax: 217-359-5975; e-mail: journals@sagamorepub.com; Web site: http://js.sagamorepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |