Students who are diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) comprise 25% of students with disabilities who receive educational accommodations in post-secondary settings, and represent roughly 2 - 4% of college students (Weyandt et al., 2013). However, there are mixed results regarding the efficacy of testing accommodations, specifically extended time, and whether these accommodations may offer an advantage to students with ADHD (Gregg & Nelson, 2012). In addition to extended test time, students with ADHD commonly use minimal disturbance rooms. However, there is little research regarding the efficacy of the accommodation. The relationship among academic self-concept, test anxiety, test performance, and testing environment (testing alone vs. in a group) among students with and without ADHD was examined. Test performance of 67 college students with and without ADHD was compared at three time intervals: 10, 15, and 20 minutes. Participants also completed the Academic Self-Concept Scale, the Test Anxiety Inventory, and the ACT English test. Overall, students with ADHD obtained lower scores across all time conditions; however, the number of completed test questions did not differ based on disorder. There was no significant effect or interaction for testing environment. Based on the findings, extended time accommodations may offer an advantage to students with ADHD by allowing them to answer more test questions. The efficacy of minimal disturbance rooms needs to continue to be explored in future studies.
Year manuscript completed
Year degree awarded
ADHD, testing accommodations, academic self-concept, test anxiety, test performance
Sutton-Davis, Kyrstin, "Testing Performance as it Relates to Academic Self-Concept and Test Anxiety in Students with and without ADHD" (2018). Murray State Theses and Dissertations. 74.