{"title":"使用干预措施增加考试机会:住宿的另一种选择?","authors":"Benjamin J. Lovett, Daniel M. Fienup","doi":"10.1177/15345084231178794","DOIUrl":null,"url":null,"abstract":"Students with disabilities are often given accommodations in testing situations (e.g., extended testing time). However, for many students with high-incidence disabilities, interventions can reduce the need for these accommodations, or serve as a helpful supplement to accommodations. Applied behavior analysis provides a framework for understanding how accommodations alter testing settings, as well as for developing related interventions. We review research on evidence-based interventions that can reduce the need for five common testing accommodations: extended testing time, separate room administration, test breaks, read-aloud, and dictated response. We conclude with suggestions for changes to school-based practice as well as remaining research needs.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":" ","pages":""},"PeriodicalIF":1.2000,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Using Interventions to Increase Test Access: An Alternative to Accommodations?\",\"authors\":\"Benjamin J. Lovett, Daniel M. Fienup\",\"doi\":\"10.1177/15345084231178794\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Students with disabilities are often given accommodations in testing situations (e.g., extended testing time). However, for many students with high-incidence disabilities, interventions can reduce the need for these accommodations, or serve as a helpful supplement to accommodations. Applied behavior analysis provides a framework for understanding how accommodations alter testing settings, as well as for developing related interventions. We review research on evidence-based interventions that can reduce the need for five common testing accommodations: extended testing time, separate room administration, test breaks, read-aloud, and dictated response. We conclude with suggestions for changes to school-based practice as well as remaining research needs.\",\"PeriodicalId\":46264,\"journal\":{\"name\":\"ASSESSMENT FOR EFFECTIVE INTERVENTION\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":1.2000,\"publicationDate\":\"2023-06-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"ASSESSMENT FOR EFFECTIVE INTERVENTION\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/15345084231178794\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"ASSESSMENT FOR EFFECTIVE INTERVENTION","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/15345084231178794","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Using Interventions to Increase Test Access: An Alternative to Accommodations?
Students with disabilities are often given accommodations in testing situations (e.g., extended testing time). However, for many students with high-incidence disabilities, interventions can reduce the need for these accommodations, or serve as a helpful supplement to accommodations. Applied behavior analysis provides a framework for understanding how accommodations alter testing settings, as well as for developing related interventions. We review research on evidence-based interventions that can reduce the need for five common testing accommodations: extended testing time, separate room administration, test breaks, read-aloud, and dictated response. We conclude with suggestions for changes to school-based practice as well as remaining research needs.