The Implementation of Extended Examination Duration for Students With ADHD in Higher Education

Journal of Attention Disorders - Tập 23 Số 14 - Trang 1746-1758 - 2019
Dorien Jansen1, Katja Petry1, Steven W. Evans2, Ilse Noens1, Dieter Baeyens1
1University of Leuven, Leuven, Belgium
2Ohio University, Athens, USA

Tóm tắt

Objective:Recently, research indicated that extended examination duration was perceived as effective by students with ADHD. However, the objective effectiveness of this accommodation has not been researched extensively. This study addresses this gap in literature.Method:A total of 30 students with ADHD and 30 matched typically developing controls (TDC) participated in a simulation of a real-life examination. They filled in three parallel versions of a paper-and-pencil test in three time conditions: 1 hr (+0%), 1 hr 20 min (+33%), and 1 hr 30 min (+50%).Results:When granted extended examination duration, students with ADHD and TDC use extra time but their performance does not increase. In addition, test-taking strategies were altered to a limited extent, and strategies that are perceived as effective (e.g., marking key words) were rarely used by the students.Conclusion:It is concluded that extended examination duration is not objectively effective in an experimental design. Limitations and guidelines for future research are formulated.

Từ khóa


Tài liệu tham khảo

American Psychiatric Association, 1994, Diagnostic and statistical manual of mental disorders, 4

American Psychiatric Association, 2000, Diagnostic and statistical manual of mental disorders, 4

10.1176/appi.books.9780890425596

10.1097/01.chi.0000189134.97436.e2

10.1007/s10862-011-9217-x

10.1007/978-1-137-28926-1

Davis F. B., 1962, Davis reading test

10.1177/1087054709340650

Elliott S. N., 2003, Extended time as an accommodation on a standardized mathematics test: An investigation of its effects on scores and perceived consequences for students with varying mathematical skills

10.1080/0309877X.2015.1117600

10.1300/J198v04n01_04

10.3102/0034654313497517

10.17161/foec.v44i2.6689

10.1080/08856257.2016.1254965

10.1080/1034912X.2012.654952

10.1017/S003329170400337X

10.1007/s10802-012-9658-z

10.1177/0734282912446304

10.1177/1087054712449183

10.1177/0734282906291961

10.1177/0734282908315757

10.3102/0034654310364063

10.1080/15377903.2013.751477

10.1177/07419325020230040801

10.1177/1087054713483308

10.1037/a0022045

Schulte A. A., 2001, School Psychology Review, 30, 527, 10.1080/02796015.2001.12086133

Sheehan D. V., 1998, Journal of Clinical Psychiatry, 59, 22

10.3102/00346543075004457

Smith C. P., 2007, College Student Journal, 41, 515

10.1016/j.eurpsy.2007.09.007

University of Leuven, 2015, Annual report 2014-2015

van Vliet I. M., 2007, Tijdschrift voor Psychiatrie, 49, 393

Wechsler D., 1997, Wechsler Adult Intelligence Scale–Third Edition (WAIS-III)

10.1177/1087054705286061

10.1007/s10862-013-9351-8

World Health Organization, 2010, International statistical classification of diseases and related health problems, 10th Revision (ICD-10)

Thông tin
Thông tin xuất bản

Journal of Attention Disorders

Tập 23 Số 14

1746-1758

Thông tin tác giả