Extended Test Time and postsecondary Students with Learning Disabilities: A Model for Decision Making

Ofiesh, Nicole S.; Hughes, C.; Scott, Sally S.

doi:10.1111/j.1540-5826.2004.00090.x

Cited by 42 publications

(46 citation statements)

References 57 publications

(68 reference statements)

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“…The most frequently requested accommodation among students with learning disabilities in post-secondary settings is extended test time (Ofiesh, Hughes, & Scott, 2004). With the increasing numbers of students registered for this accommodation, at peak periods such as mid-terms disability resource centres are hard pressed to locate sufficient physical space, let alone hire the necessary clerical staff and invigilators to meet the demand.…”

Section: Set Shorter Examsmentioning

confidence: 99%

Traumatic Brain Injury: Persistent Misconceptions and Knowledge Gaps Among Educators

Ettel¹,

Glang²,

Todis³

et al. 2016

eei

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Each year approximately 700,000 U.S. children aged 0–19 years sustain a traumatic brain injury (TBI) placing them at risk for academic, cognitive, and behavioural challenges. Although TBI has been a special education disability category for 25 years, prevalence studies show that of the 145,000 students each year who sustain long-term injury from TBI, less than 18% are identified for special education services. With few students with TBI identified for special education, TBI is mistakenly viewed as a low-incidence disability, and is covered minimally in educator preparation. We surveyed educators and found that they lacked knowledge, applied skills, and self-efficacy in working with students with TBI. While those with special education credentials and/or additional training scored significantly higher than general educators, all demonstrated inadequate skills in working with students with TBI. This finding suggests that teachers, especially those in general education, have misconceptions and knowledge gaps about TBI and its effects on students. Misconceptions have led to the misidentification and under-identification of students with TBI, leaving this group of students with disabilities potentially underserved. To meet the academic and behavioural needs of students with TBI, all educators need effective training in working with students with TBI.

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Section: Set Shorter Examsmentioning

confidence: 99%

Traumatic Brain Injury: Persistent Misconceptions and Knowledge Gaps Among Educators

Ettel¹,

Glang²,

Todis³

et al. 2016

eei

View full text Add to dashboard Cite

show abstract

“…Even in noncompetitive situations, giving additional time can artificially inflate scores, overestimating students’ skill levels, and keeping a test from measuring how fluent and automatic students’ skills are (Phillips, 2011). Scholars have suggested that diagnostic test data be used to estimate how much extended time a student with a disability condition should be given on real-world exams (Ofiesh, Hughes, & Scott, 2004), but no clear guidelines have been developed for translating specific diagnostic test scores into precise amounts of needed additional time. This is another reason that it is important to understand the determinants of test completion time.…”

mentioning

confidence: 99%

Test-Taking Speed: Predictors and Implications

Lovett

Lewandowski

Potts

2016

Journal of Psychoeducational Assessment

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Students often feel time pressure when taking tests, and students with disabilities are sometimes given extended time testing accommodations, but little research has been done on the factors that affect students’ test-taking speed. In the present study, 253 students at two colleges completed measures of processing speed, reading fluency, and self-reports of their reading and test-taking skills, as well as a standardized paper-and-pencil reading comprehension task. The time taken to complete the reading comprehension task was not significantly related to students’ accuracy on the task, but it was predicted by students’ reading fluency and by their self-reports of problems with timed reading/test-taking. Students’ processing speed did not significantly predict comprehension task completion time or accuracy when reading fluency and self-reports were held constant. We discuss the implications of these and other results for making determinations about extended time testing accommodations, as well as for future research studies.

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“…Using the psychoeducational evaluation, the people responsible for making recommendations for accommodations look for specific indicators to evaluate the request. The parts of the Americans With Disabilities Act of 1990 and Section 504 of the Rehabilitation Act which have been most influential in the design of this process have been requirements for evidence that a disabling condition: (a) exists (e.g., as opposed to evidence of special education services without a noted disabling condition), (b) currently impacts a major life activity, and (c) clearly delineates the functional limitations (Ofiesh, Hughes, & Scott, 2004). These requirements also are applied in institutions of higher education as well as in national testing programs that administer high-stakes exams such as the SAT, GRE, and MCAT.…”

Section: Issues Related To Transition To Postsecondary Settingsmentioning

confidence: 99%

Response to intervention and the identification of specific learning disabilities: Why we need comprehensive evaluations as part of the process

Ofiesh

2006

Psychology in the Schools

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The purpose of this article is to underscore why we need to maintain the presence of comprehensive evaluations in the identification of students with specific learning disabilities (SLDs). Response to intervention (RTI) models hold great hope for early instruction, and the reduction of the overrepresentation of students in special education who are minorities or who are culturally and linguistically diverse; however, new regulations under the Individuals With Disabilities Education Improvement Act of 2004 (IDEA;2004) allow for the identification of individuals with SLDs based on an individual's response to instruction. The regulations provide states the option to include standardized testing as part of the RTI model. This approach was proposed as a solution to the widely criticized aptitude-achievement discrepancy formula; however, the unfortunate result could be to simultaneously remove the comprehensive evaluation, an important part of SLD identification. Eliminating the aptitude-achievement discrepancy formula from the identification of SLDs should not be construed as negating the necessity of a comprehensive evaluation (i.e., the need to identify problems in one or more basic psychological processes). Response to intervention models without a comprehensive evaluation cannot provide the evidence needed to identify students with SLDs or to provide protections to appropriately transition students with SLDs from high school to postsecondary services.

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Extended Test Time and postsecondary Students with Learning Disabilities: A Model for Decision Making

Cited by 42 publications

References 57 publications

Traumatic Brain Injury: Persistent Misconceptions and Knowledge Gaps Among Educators

Traumatic Brain Injury: Persistent Misconceptions and Knowledge Gaps Among Educators

Test-Taking Speed: Predictors and Implications

Response to intervention and the identification of specific learning disabilities: Why we need comprehensive evaluations as part of the process

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