The most commonly requested accommodation on IEPs, 504 Plans, and college board exams is extended time. Psychologists, who evaluate students, will often list extended time as a school and college board recommendation, for students who have slow processing, anxiety issues, focusing problems, or are disorganized. Students ask for it regularly, thinking it will help them obtain a better grade on a test, because it lessens the anxiety of running out of time. But does it really help?
Some students work straight through the test, using no test-taking strategies. Others finish long before the extended time is up and do not use any test-taking strategies. Some report that they ask for extended time “just in case” they might need it. And still others are able to effectively use it with efficient test-taking strategies.
Students who are slow readers, due to processing problems might need the extra time to complete a test. They may or may not use test-taking strategies, because they need the entire time just to finish the test. In school, some of these students might be better served by an alternate test format, such as a combination of written and oral responses, or reduced writing, or reduced items on the test. By using alternate formats the student can practice using good test-taking strategies on the written format, rather than feeling pressed to use the whole time just to finish.
Students with ADHD or executive functioning problems can be hampered by extended time, because it just adds more time to being unfocused, disorganized, and worried. In school, students complete the test and turn it in, using as much or as little of the extended time as needed. These students would benefit highly from using test-taking strategies, so that the time becomes quality-time and not just quantity-time. In addition, extended time could allow them more time to take mini-breaks from looking at the test. Taking their eyes off the paper, getting out of their seat or walking out of the room momentarily, could help them focus more when they restart.
The use of extended time is enhanced by the use of test-taking strategies. Before students even start a test, they read through the entire test to see what is required. They may then decide to do the easiest items first, so they can spend more time on the harder items. Some students may bring a highlighter or colored pen, to emphasize the directions, key words, or items that they want to skip and come back to. Others may take note of the test formats, then designate a time limit for each type, according to what they need to spend more or less time on. Still others may complete the entire test, then take time to proofread, making sure they followed directions, filled in all the blanks, or didn’t skip any items. Students with tracking problems or distracted by too much writing on a page, may need to fold the test into halves or quarters. Whatever the test-taking strategy is, extended time may give students more opportunity to use them and therefore be more successful.
Using extended time on school tests does not necessarily mean the student should use it on the college board tests (SAT or ACT). The format of such tests, does not allow for typical test-taking strategies, such as highlighting or underlining. For students who are slow readers, due to processing problems, having the extra time will allow them to work straight through to the end. For those students with attention problems, extended time can become interminable, as they must sit in their seat for the entire length of the extension. They can’t leave when they are finished, nor can they get up from their seats to take a break. The typical time for a subtest is 45 minutes. With 50% extended time, which is the typical amount granted, this extends the time to just over one hour, sitting the entire time. For students who have difficulty focusing, they may be better served using the regular amount of time, but take extended breaks between subtests, in which they can eat a protein snack and walk around for a while. This is an accommodation on the college board, which is often overlooked.
Sit with your child and discuss his accommodations in school. Find out which ones are really helpful and why. Your child may want to have a discussion with each teacher to decide which accommodation works best in that class. Tune in next month, when I will discuss the various options of accommodations on the SAT and ACT.
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