The Effects of Pacing on the Academic Testing Performance of College Students with Adhd: A Mixed Methods Study

Lee, Kathryn S.; Osborne, Randall E.; Hayes, Keith A.; Simoes, Richard A.

doi:10.2190/ec.39.2.b

Cited by 11 publications

(7 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Students with ADHD can benefit from accommodations such as small group instruction (Hart et al 2011) and computer-based testing (Lee et al 2008). Also, given the considerable overlap between ADHD and learning disabilities and motor dysfunction, accommodations that are effective for these co-occurring conditions (e.g., reading tests aloud to children with reading disabilities; Tindal et al 1998) are likely to benefit many children with ADHD.…”

Section: Does Adhd Treatment Improve Outcomes?mentioning

confidence: 99%

The Role of Neuropsychological Assessment in the Functional Outcomes of Children with ADHD

et al. 2011

View full text Add to dashboard Cite

The value of evidence-based services is now recognized both within clinical communities and by the public at large. Increasingly, neuropsychologists must justify the necessity of often costly and time-consuming neuropsychological assessments in the diagnosis and treatment of common childhood disorders, such as Attention-deficit/Hyperactivity Disorder (ADHD). Published medical guidelines and prominent researchers, however, have argued against the need for formal neuropsychological assessment of ADHD. The present review examines the literature on developmental outcomes in childhood ADHD, with emphasis on the utility of formal neuropsychological assessment among children diagnosed and treated in primary care settings. The review yields three central findings: 1) adherence to published diagnostic guidelines for ADHD is poor among pediatric and primary care physicians; 2) ADHD most often co-exists with other disorders, thus diagnoses made without formal psychometric assessment can be incomplete or incorrect, ultimately increasing treatment costs; and, 3) untreated children with ADHD, and those who have untreated comorbidities, are at greater risk for poor outcomes in social, academic, vocational, and practical settings. The available literature suggests that neuropsychological assessment provides information that can potentially reduce risks for poor outcomes and improve quality of life among children with ADHD. Controlled studies directly examining the impact of neuropsychological assessments in improving outcomes among children with ADHD are needed.

show abstract

Section: Does Adhd Treatment Improve Outcomes?mentioning

confidence: 99%

The Role of Neuropsychological Assessment in the Functional Outcomes of Children with ADHD

et al. 2011

View full text Add to dashboard Cite

show abstract

“…Interview data, however, revealed that the students perceived that the CBT did benefit their overall successful performance under both conditions (Lee et al, 2008). This finding prompted the current investigation, comparing the testing performance among college students with AD/HD via computerized vs. paper-pencil and regular vs. extended time.…”

Section: Our Previous Study/findingsmentioning

confidence: 91%

Testing Accommodations for University Students with AD/HD: Computerized vs. Paper-Pencil/Regular vs. Extended Time

Lee¹,

Osborne²,

Carpenter³

2010

Journal of Educational Computing Research

Self Cite

View full text Add to dashboard Cite

Prompted by a previous study investigating the effects of pacing on the academic testing performance of college students with AD/HD, we further explored our preliminary findings, which suggested that a computerized testing environment enhanced the testing performance of college students with AD/HD. We compared the effects of a computerized vs. paper-pencil testing format as well as the effects of regular time vs. extended time on the students' testing performance. Students taking the computerized version of the test performed significantly higher than those who took the paper and pencil version of the same test. The amount of time the participants had to take the test did not significantly affect their performance. Insights gleaned from the qualitative data furthered our understanding of testing accommodation concerns shared by many college students with AD/HD.

show abstract

“…The term learning disabilities, sometimes referred to as specific learning disabilities, is an umbrella term that covers a range of neurologically based disorders in learning and various degrees of severity of such disorders. These disorders involve difficulty in one or more basic psychological processes: i) input (auditory and visual perception); ii) integration (sequencing, abstraction, and organisation); iii) memory (working, short term, and long term memory); iv) output (expressive language); and v) motor (fine and gross motor) (LDA -Learning Disabilities Association of America, 2012 [98]).…”

Section: Learning Disordersmentioning

confidence: 99%

Policy approaches and practices for the inclusion of students with attention-deficit hyperactivity disorder (ADHD)

Mezzanotte¹

2020

OECD Education Working Papers

View full text Add to dashboard Cite

This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.  EDU/WKP(2020)26Unclassified OECD EDUCATION WORKING PAPERS SERIES OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

show abstract

The Effects of Pacing on the Academic Testing Performance of College Students with Adhd: A Mixed Methods Study

Abstract: 123Ó 2008, Baywood Publishing Co., Inc.

Cited by 11 publications

References 19 publications

The Role of Neuropsychological Assessment in the Functional Outcomes of Children with ADHD

The Role of Neuropsychological Assessment in the Functional Outcomes of Children with ADHD

Testing Accommodations for University Students with AD/HD: Computerized vs. Paper-Pencil/Regular vs. Extended Time

Policy approaches and practices for the inclusion of students with attention-deficit hyperactivity disorder (ADHD)

Contact Info

Product

Resources

About