What is ADHD?
ADHD stands for Attention Deficit Hyperactivity Disorder. It is a neurological disorder characterized by inattention, hyperactivity and impulsivity that interferes with functioning or development. Some key facts about ADHD:
– ADHD begins in childhood and can persist into adulthood.
– It is estimated that ADHD affects around 5% of children and 2.5% of adults.
– ADHD is more frequent in males than females.
– There are 3 types of ADHD: predominantly inattentive, predominantly hyperactive-impulsive, and combined type.
– The exact causes of ADHD are unknown but research shows it likely results from a combination of genetic and environmental factors.
– ADHD is often treated with medications, therapy, education accommodations, or a combination of treatments.
How does ADHD affect learning and test taking?
ADHD can significantly impact a student’s ability to learn and demonstrate knowledge on tests for several reasons:
– **Inattention:** A hallmark of ADHD is difficulty sustaining attention and focus. Students with ADHD struggle with maintaining focus during lectures, while reading, and during lengthy assignments. This makes it hard to adequately absorb and retain information.
– **Processing speed:** Many individuals with ADHD process information at a slower rate. They may take more time to understand questions, formulate responses, and write answers.
– **Working memory:** ADHD commonly causes impairments in working memory. This makes it hard to remember and apply knowledge, follow multi-step directions, and show work.
– **Organization/planning:** Weak executive functioning skills like organization, planning and time management are typical in ADHD. This affects abilities like budgeting time, studying efficiently, keeping workspace orderly, etc.
– **Impulsivity:** Impulsive behaviors like interrupting, calling out, and rushing through work are characteristic of ADHD. This can negatively impact learning and test performance.
– **Hyperactivity:** Excess movements like fidgeting, tapping, and restlessness are common with ADHD. These can be distracting and make focusing difficult.
Key challenges of timed tests for those with ADHD
Timed tests pose particular challenges for students with ADHD:
– **Inattention** makes it harder to maintain focus for the duration of the test. Students may lose focus, miss parts of the test, and make careless errors.
– **Slower processing speed** reduces the amount of test content students can absorb and respond to in the allotted time.
– **Working memory** deficits make it harder to demonstrate full knowledge under timed conditions.
– **Disorganization** leads to losing time searching for materials or direction on the test.
– **Impulsivity** under pressure can induce quick guessing and mistakes.
– **Hyperactivity** can hamper sitting still which affects concentration during testing.
– **Anxiety** is common in those with ADHD. Timed tests can heighten anxiety which further impedes performance.
– **Fatigue** from exerting sustained mental effort tires out those with ADHD more quickly which compromises their speed and accuracy.
Why extra time accommodations help
Providing extended time on classroom tests and standardized exams helps level the playing field for students with ADHD. Here’s why it makes a difference:
– Allows sufficient time to **read and comprehend** questions thoroughly
– Provides more time to **retrieve knowledge** from long-term memory
– Lets students **organize their thoughts** before answering
– Additional time to **write down responses** completely
– Helps **reduce the anxiety** induced by timed restrictions
– Allows **taking short mental breaks** to re-focus attention
– Accommodates **slower information processing speed**
– Compensates for **attention lapses** by having more time to double check work
– Extra time helps **minimize careless mistakes**
– Allows demonstrating knowledge without rushed impulsivity
– Lessens impact of **fatigue** on performance
– **Performance reflects true ability** more than disability
Research on extended time for students with ADHD
Multiple research studies confirm that extra time permits ADHD students to perform better and closer to their actual ability level on tests:
– A 2010 study found college students with ADHD scored 12 percentile points higher on math tests with 50% extended time. Their performance reflected their IQ and achievement scores more accurately.
– Another study in 2015 showed students with ADHD improved their college biology test scores by 5.4% with 50% extra time. Extended time reduced the negative impact of their disability.
– Research on high school and college students in 2002 found that extended time improved scores for students with ADHD by 10 to 30 percentile points on achievement tests.
– A study in 2000 indicated students with ADHD had worse scores on memory retrieval under timed conditions. Extra time helped minimize their impairment and boosted scores.
– Multiple studies show extended time helps students focus longer, improve organization, commit fewer errors, complete more test items, and reduce stress during tests.
How much extra time is typically provided?
The amount of extra time accommodations provided depends on the severity of impairment and testing format. Some general time extensions include:
– **Classroom tests** – 50-100% extra time is commonly allowed
– **College entrance exams (ACT, SAT)** – Typically time and a half (50% extra) is approved
– **High stakes exams (MCAT, LSAT, GRE)** – Usually double time (100% extra) is allocated
– **Bar exam** – 100% (double time) is frequently permitted
– The exact additional time is determined on a case-by-case basis according to documentation of impairment and type of test.
How students with ADHD can get extended time on tests
To obtain approved accommodations for extended test time, students with ADHD need to go through a formal approval process:
1. Get an **evaluation** from a psychologist, psychiatrist or relevant specialist documenting the ADHD diagnosis and need for extra time.
2. Provide the evaluator’s report to the school’s **disability services coordinator** or testing agency to request accommodations.
3. If approved, the student will receive an **accommodation letter** specifying the extended time allowance.
4. This letter has to be presented to teachers and testing administrators by the student in order to receive the approved extra time.
5. The amount of extended time granted depends on the support documentation and guidelines of the school or testing organization.
6. Accommodations need to be **requested well in advance** of when needed.
7. Extra time may have to be re-approved periodically such as changing schools.
Conclusion
In summary, students with ADHD frequently require additional time on classroom and standardized tests due to chronic issues with inattention, organization, distractibility and processing speed. Extra time allows them to better demonstrate their actual knowledge and ability when their disability imposes time constraints. Extended time accommodations help level the playing field and represent appropriate supports rather than unfair advantages for those with ADHD. When implemented correctly, extra time can significantly boost academic and testing performance for students with ADHD facing considerable challenges under timed conditions.