Miller Laura A, Lewandowski Lawrence J, Antshel Kevin M
Syracuse University, NY, USA
Syracuse University, NY, USA.
J Atten Disord. 2015 Aug;19(8):678-86. doi: 10.1177/1087054713483308. Epub 2013 Apr 16.
The number of students with a disability requesting test accommodations has been steadily increasing in higher education settings. The present study examined the effects of extra time on the reading comprehension performance of college students with and without ADHD.
A modified version of The Nelson-Denny Reading Test was completed by 38 college students with ADHD and 38 matched controls under three conditions: standard time, time and one half, and double time.
Groups did not differ in the number of items attempted or correctly answered at standard time, time and one half, or double time. Comparing the ADHD group at extended time to non-ADHD peers at standard time, the ADHD group attempted and answered significantly more test items.
Extra time conferred an advantage to the ADHD group, suggesting that extended time accommodations are not specific and perhaps not necessary for all college students with an ADHD diagnosis.
在高等教育环境中，申请考试便利的残疾学生数量一直在稳步增加。本研究考察了额外时间对患有和未患有注意力缺陷多动障碍（ADHD）的大学生阅读理解成绩的影响。
38名患有ADHD的大学生和38名匹配的对照组学生在三种条件下完成了《纳尔逊 - 丹尼阅读测验》的修订版：标准时间、1.5倍时间和2倍时间。
在标准时间、1.5倍时间或2倍时间条件下，两组在尝试作答的题目数量或正确回答的题目数量上没有差异。将ADHD组在延长时间条件下的表现与非ADHD同龄人在标准时间条件下的表现进行比较，ADHD组尝试并回答的测试题目明显更多。
额外时间给ADHD组带来了优势，这表明延长时间的便利并非特定针对某类学生，或许对于所有被诊断患有ADHD的大学生来说并非必要。
