Does Reading Standardized Tests Aloud Meet the Scientific Definition of an Accommodation?

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL

Journal of Applied School Psychology Pub Date : 2019-04-26 DOI:10.1080/15377903.2019.1601145

Craig F Spiel, Steven W. Evans, Judith R. Harrison

引用次数: 4

Abstract

Abstract The purpose of this study was to determine if reading a standardized tests aloud is an effective accommodation to address impairment associated with attention-deficit/hyperactivity disorder (ADHD) as demonstrated by a differential boost to those with ADHD relative to same aged typically developing peers and if the size of the differential boost changed over the duration of the test. Participants were 45 children in Grades 5 and 6 (58% with ADHD), who were randomly assigned to take a standardized test in silence or with a recording of the test questions and answer choices read aloud. Results indicated that reading tests aloud significantly improved the testing performance of children with ADHD and provided a differential boost relative to children without ADHD. Implications for practice and future research are discussed.

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大声朗读标准化考试是否符合“适应”的科学定义?

摘要:本研究的目的是确定大声朗读标准化测试是否是解决与注意力缺陷/多动障碍(ADHD)相关的障碍的有效调节，因为ADHD患者相对于同龄典型发展同伴有差异促进，以及差异促进的大小是否随着测试的持续时间而变化。参与者是45名五年级和六年级的儿童(58%患有注意力缺陷多动症)，他们被随机分配在安静的环境中进行标准化测试，或者大声朗读测试问题和答案的录音。结果表明，大声朗读测试显著提高了ADHD儿童的测试成绩，并提供了相对于非ADHD儿童的差异提升。讨论了对实践和未来研究的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Applied School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.40

自引率

10.00%

发文量

期刊介绍： With a new publisher (Taylor & Francis) and a new editor (David L. Wodrich), the Journal of Applied School Psychology will continue to publish articles and periodic thematic issues in 2009. Each submission should rest on either solid theoretical or empirical support and provide information that can be used in applied school settings, related educational systems, or community locations in which practitioners work. Manuscripts appropriate for publication in the journal will reflect psychological applications that pertain to individual students, groups of students, teachers, parents, and administrators. The journal also seeks, over time, novel and creative ways in which to disseminate information about practically sound and empirically supported school psychology practice.