Identifying Appropriate Test Accommodations for Students With Learning Disabilities

Fuchs, Lynn S.; Fuchs, Lynn S.; Capizzi, Andrea M.

doi:10.17161/foec.v37i6.6812

Cited by 13 publications

(17 citation statements)

References 10 publications

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“…Researchers have consistently advocated for matching academic and behavioral interventions to student needs based on data (Burns, Riley-Tillman, & VanDerHeyden, 2012). This is also true for accommodations (Fuchs, Fuchs, & Capizzi, 2005).…”

Section: Level One: Data-supported Consultationmentioning

confidence: 69%

Envisioning an Improved Continuum of Special Education Services for Students with Learning Disabilities: Considering Intervention Intensity

Lemons

Vaughn

Wexler

et al. 2018

Learn Disabil Res Pract

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In Endrew F. v Douglas County School District RE‐1, the U.S. Supreme Court affirmed the requirement that schools provide special education services designed to confer educational benefit that is more than de minimis. Endrew offers an opportunity for the special education community to consider whether students with learning disabilities have access to a full continuum of services, including individualized, data‐driven, and intensive interventions. We examine predominant models of service delivery, highlight concerns that these are insufficient, and envision an improved continuum of services better aligned with the raised expectations of Endrew. We also highlight important barriers that need to be addressed before an improved continuum can be implemented in many schools in the United States.

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Section: Level One: Data-supported Consultationmentioning

confidence: 69%

Envisioning an Improved Continuum of Special Education Services for Students with Learning Disabilities: Considering Intervention Intensity

Lemons

Vaughn

Wexler

et al. 2018

Learn Disabil Res Pract

View full text Add to dashboard Cite

show abstract

“…However, this accommodation would appear to significantly alter the reading comprehension construct being measured, thus undermining its validity. It precludes students from demonstrating their ability to read text independently since the task of reading is done for them (Fuchs, Fuchs, & Capizzi, 2005; Melov, 2002). According to SVR, such a test measures linguistic comprehension, not reading comprehension.…”

Section: Test Accommodationsmentioning

confidence: 99%

Effectiveness of a Partial Read-Aloud Test Accommodation to Assess Reading Comprehension in Students With a Reading Disability

Giusto

Ehri

2018

J Learn Disabil

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This experiment examined whether a partial read-aloud accommodation with pacing (PRAP) would improve the reading comprehension of poor decoders but not average decoders compared to standard testing procedures. Participants were 82 third graders with at least average listening comprehension skills: 28 were poor decoders, and 54 were average decoders; mean age 8 years, 9 months (8:9). In the PRAP condition, students' were paced through the Gates MacGinitie reading comprehension test. The examiner read aloud only directions, proper nouns, and questions with multiple choice answers while students read the passages independently. PRAP was compared to a standard testing condition and a pacing only condition. Poor decoders' reading comprehension was significantly higher under PRAP than under either the pacing or standard testing ( p < .01), whereas average decoders did not benefit from the PRAP procedure. Results support PRAP as a valid test accommodation procedure for readers who struggle with decoding but not listening comprehension. Results support the simple view of reading and show its value in the design of test accommodations for a specific type of reading disability.

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“…The term accommodation has been defined as a change in the way an assignment or test is administered to “level the playing field.” Accommodations should allow students with disabilities to demonstrate their knowledge without affecting the validity of the assignment or test results. That is, they should not reduce or change the expectations of the assignment or test, but instead should remove barriers resulting from the interaction of the student’s disability and the assignment/test characteristics (Fuchs, Fuchs, & Capizzi, 2005; Fuchs, Fuchs, Eaton, Hamlett, & Karns, 2000; Ketterlin-Geller, Yovanoff, & Tindal, 2007; Lang, Elliott, Bolt, & Kratochwill, 2008). A valid accommodation does not change the construct being evaluated but offers a “differential boost” to students with disabilities, improving their performance to a greater extent compared with the performance of their nondisabled peers, hence compensating for their disability (Elliott & Marquart, 2004; Feldman, Kim, & Elliott, 2011).…”

mentioning

confidence: 99%

An Evaluation of IEP Accommodations for Secondary Students With Emotional and Behavioral Problems

Kern

Hetrick

Custer

et al. 2018

Journal of Emotional and Behavioral Disorders

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Accommodations are intended to address student academic and behavioral deficits by reducing obstacles that impede learning and accurately measuring skills. There is limited research, however, pertaining to the types of accommodations students receive and their selection, particularly among those with emotional and behavioral problems. This is a significant concern for secondary age students who spend the majority of their day in regular education settings and must participate in high-stakes testing. We examined types of accommodations provided to 222 secondary students with emotional and behavioral problems, their use (i.e., classroom or standardized assessments), and variables related to their selection. Analyses indicated (a) students received a wide array of accommodations with some differences depending on disability type, (b) more accommodations were provided in the classroom than on standardized testing, (c) few demographic variables were associated with type or number of accommodations, and (d) with a single exception, academic and behavioral functioning did not explain type of accommodation received. The findings suggest that accommodation selection is highly imprecise and point to the critical need for further research in this area.

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Identifying Appropriate Test Accommodations for Students With Learning Disabilities

Cited by 13 publications

References 10 publications

Envisioning an Improved Continuum of Special Education Services for Students with Learning Disabilities: Considering Intervention Intensity

Envisioning an Improved Continuum of Special Education Services for Students with Learning Disabilities: Considering Intervention Intensity

Effectiveness of a Partial Read-Aloud Test Accommodation to Assess Reading Comprehension in Students With a Reading Disability

An Evaluation of IEP Accommodations for Secondary Students With Emotional and Behavioral Problems

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