![]() After that date, the article abstract will remain available at. For access to the full-text article, visit Sagamore Publishing’s website here before December 20th. None of the 5 accommodations under investigation in this study were associated with better reading or math performance, taking into account grade level and co-occurring learning difficulties. We compared a group of students who had access to these accommodations per their IEP or 504 Plan to a similar group of students who did not in terms of their scores on standardized reading and math tests. ![]() Our team at Kennedy Krieger investigated 5 specific testing accommodations: extended time, frequent breaks, a reduced distraction environment, oral presentation of written information, and use of a calculator. The study, “Academic Testing Accommodations for ADHD: Do They Help?” evaluated the effectiveness of testing accommodations for elementary and middle school students with ADHD, many of whom had co-occurring learning difficulties in reading and/or math. A study that was recently published by researchers at the Kennedy Krieger Institute in Learning Disabilities: A Multidisciplinary Journal (LDMJ ), an official publication of the Learning Disabilities Association of America (LDA ), offers some insight into whether testing accommodations really work for students with ADHD. Supports commonly offered to students with ADHD, often via an Individualized Education Program (IEP) or Section 504 Plan, include testing accommodations, which are adjustments to testing conditions that are designed to reduce the negative impact of a student’s disability on his or her performance. There are a wide variety of reasons why students with ADHD may underperform relative to their nondisabled peers, and many ways of supporting these students in the classroom. This begs the question, “Is our support of students with ADHD academically really working?” Students with ADHD present an enormous concern for educational policy-makers, as these students require $4,700 more to educate, on average, than their typically developing peers (Robb et al., 2011), yet they still tend to have poorer educational outcomes (Barkley, 2006 Fletcher & Wolfe, 2008). If you’d like more information about the Journal, please head over to Sagamore Publishing for more information.ĪDHD is the most common psychiatric condition of childhood, with prevalence estimated at 1 in 11 American youth (Pastor et al., 2015). ![]() Access to the entire article is free through December 20th and can be found by clicking here. The following is an excerpt from a study published in our most recent issue. Here at LDA, we’re very proud of our quarterly journal, Learning Disabilities: A Multidisciplinary Journal.
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