Information Section: Education
Article: Empirical Support for Accommodations Most Often Allowed in State Policy
Source:
Thurlow & Bolt, 2001
NCEO Synthesis Report 41 [retrieved 12-24-02]

Article Page   1   2   3   4   5

REFERENCES

Barraga, N. (1983). Visual handicaps and learning. Austin, TX: Pro-Ed, Inc.

Barton, K. E. & Huynh, H. (2000). Patterns of errors made on a reading test with oral reading administration. Paper presented at the annual conference of the National Council on Measurement in Education, New Orleans, LA.

Beattie, S., Grise, P., & Algozzine, B. (1983). Effects of test modifications on the minimum competency performance of learning disabled students. Learning Disability Quarterly, 6, 75-77.

Bennett, R.E., Rock, D.A., & Jirele, T. (1987). GRE score level, test completion, and reliability for visually impaired, physically handicapped, and nonhandicapped groups. The Journal of Special Education, 21 (3), 9-21.

Bennett, R.E., Rock, D.A., & Kaplan, B.A. (1987). SAT differential item performance for nine handicapped groups. Journal of Educational Measurement, 24 (1), 44-55.

Bennett, R.E., Rock, D.A., & Novatkoski, I. (1989). Differential item functioning on the SAT-M Braille Edition. Journal of Educational Measurement, 26 (1), 67-79.

Bielinski, J., Thurlow, M., Ysseldyke, J., Freidebach, J., & Freidebach, M. (2001). Read-aloud accommodation: Effects on multiple-choice reading & math items (Technical Report 31). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.

Bourquin, E.A. (1996). Using interpreters with deaf-blind clients: What professional service providers should know. RE:view, 27 (4), 149-154.

Braden, J.P. (1992). Intellectual assessment of deaf and hard-of-hearing people: A quantitative and qualitative research synthesis. School Psychology Review, 21 , 82-94.

Burk, M. (1998, October). Computerized test accommodations: A new approach for inclusion and success for students with disabilities. Paper presented at Office of Special Education Program Cross Project Meeting “Technology and the Education of Children with Disabilities: Steppingstones to the 21st Century.”

Burns, E. (1998) Test accommodations for students with disabilities. Springfield: Charles C. Thomas, Publisher, LTD.

Calhoon, M.B., Fuchs, L.S., & Hamlett, C.L. (2000). Effects of computer-based test accommodations on mathematics performance assessments for secondary students with learning disabilities. Learning Disability Quarterly, 23, 271-282.

Centra, J.A. (1986). Handicapped student performance on the Scholastic Aptitude Test. Journal of Learning Disabilities, 19 (6), 324-327.

Chiu, C.W.T., Pearson, & P. David (1999). Synthesizing the effects of test accommodations for special education and limited English proficiency students. Paper presented at the National Conference on Large Scale Assessment.

Coleman, P.J. (1990). Exploring visually handicapped children’s understanding of length (math concepts). (Doctoral dissertation, The Florida State University, 1990). Dissertation Abstracts International, 51, 0071.

Council for Exceptional Children. Making assessment accommodations: A toolkit for educators. Reston, VA: Council for Exceptional Children.

DiCerbo, K., Stanley, E., Roberts, M., & Blanchard, J. (April, 2001). Attention and standardized reading test performance: Implications for accommodation. Paper presented at the annual meeting of the National Association of School Psychologists, Washington, DC, 2001.

Elliott, S., Kratochwill, T., & McKevitt, B. (2001). Experimental analysis of the effects of testing accommodations on the scores of students with and without disabilities. Journal of School Psychology, 31(1), 3-24.

Florida Department of Education. (1982). Florida Technical Report: Study of procedural adaptation and format modifications in testing learning disabled students elementary level: Volume II. Tallahassee: Author.

Fuchs, L.S., Fuchs, D., Eaton, S.B., Hamlett, C., & Karns, K. (2000). Supplementing teacher judgements about test accommodations with objective data sources. School Psychology Review, 29 (1), 65-85.

Fuchs, L.S., Fuchs, D., Eaton, S.B., Hamlett, C., Binkley, E., & Crouch, R. (2000). Using objective data source to enhance teacher judgements about test accommodations. Exceptional Children, 67 (1), 67-81.

Gajria, M., Salend, S.J., & Hemrick, M.A. (1994). Teacher acceptability of testing modifications for mainstreamed students. Learning Disabilities Research and Practice, 9(4), 236-243.

Gallina, N.B. (1989). Tourette’s syndrome children: Significant achievement and social behavior variables (Tourette’s syndrome, attention deficit hyperactivity disorder) (Doctoral dissertation, City University of New York, 1989). Dissertation Abstracts International, 50, 0046.

Gordon, R.P, Stump, K., & Glaser, B.A. (1996). Assessment of individuals with hearing impairments: Equity in testing procedures and accommodations. Measurement and Evaluation in Counseling and Development, 29, 111-119.

Grise, P., Beattie, S., & Algozzine, B. (1982). Assessment of minimum competency in fifth grade learning disabled students: Test modifications make a difference. Journal of Educational Research, 76 (1), 35-40.

Hasselbring, T.S. & Crossland, C.L. (1982). Application of microcomputer technology to spelling assessment of learning disabled students. Learning Disability Quarterly, 5, 80-82.

Helwig, R., Stieber, S., Tindal, G., Hollenbeck, K., Heath, B., & Almond, P. (2000). A comparison of factor analyses of handwritten and word-processed writing of middle school students. Eugene, OR: RCTP.

Hollenbeck, K., Tindal, G., & Almond, P. (1998). Teacher’s knowledge of accommodations as a validity issue in high-stakes testing. The Journal of Special Education, 32 (3), 175-183.

Hollenbeck , K., Tindal, G., Harniss, M., & Almond, P. (1999). The effect of using computers as an accommodation in a statewide writing test. Eugene, OR: University of Oregon, BRT.

Hollenbeck, K., Tindal, G., Stieber, S., & Harniss, M. (1999). Handwritten vs. word processed statewide compositions: Do judges rate them differently? Eugene, OR: University of Oregon, BRT.

Horton, S.V., & Lovitt, T.C. (1994). A comparison of two methods of administering group reading inventories to diverse learners: Computer versus pencil and paper. Remedial and Special Education, 15 (6) 378-390.

Huesman, R.L. (1999). The validity of ITBS reading comprehension test scores for learning disabled and non-learning disabled students under extended-time conditions. (Doctoral dissertation, University of Iowa, 1999). Dissertation Abstracts International, A 60/06, 1996.

Huesman, R.L., & Frisbie, D.A. (2000). The validity of the ITBS reading comprehension test scores for learning disabled and non learning disabled students under extended time conditions. Paper presented at the annual meeting of the National Council on Measurement in Education, New Orleans, LA.

Individuals with Disabilities Education Act Amendments of 1997, 20 U.S.C. Sec. 1400 et seq.

Jayanthi, M., Epstein, M.H., Polloway, E.A., & Bursuck, W.D. (1996). A national survey of general education teachers’ perceptions of testing adaptations. The Journal of Special Education, 30 (1), 99-115.

Koretz, D. (1997). The assessment of students with disabilities in Kentucky (CSE Technical Report No. 431). Los Angeles, CA: Center for Research on Standards and Student Testing.

Koretz, D. & Hamilton, L. (1999). Assessing students with disabilities in Kentucky: The effects of accommodations, format, and subject (Technical Report No. 498). Los Angeles, CA: Center for Research on Standards and Student Testing. (ERIC Document Reproduction Service No. ED 440 148).

Lambert, D., Dodd, J.M., Christensen, L., & Fishbaugh, M.S.E. (1996). Rural secondary teachers’ willingness to provide accommodations for students with learning disabilities. Rural Special Education Quarterly, 15 (2), 36-42.

Lewis, D., Green, D. R., & Miller, L. (1999). Using differential item functioning analyses to assess the validity of testing accommodated students with disabilities. Paper presented at the national conference on large-scale assessment, Snowbird, UT.

MacArthur, C.A., & Graham, S. (1987). Learning disabled students’ composing under three methods of text production: Handwriting, word processing, and dictation. The Journal of Special Education, 21 (3), 22-42.

Marquart, A. (2000). The use of extended time as an accommodation on a standardized mathematics test: An investigation of effects on scores and perceived consequences for students of various skill levels. Paper presented at the annual meeting of the Council of Chief State School Officers, Snowbird, UT.

Meloy, L.L., Deville, C., & Frisbie, C. (2000). The Effect of a Reading Accommodation on Standardized Test Scores of Learning Disabled and Non Learning Disabled Students. Paper presented at the annual meeting of the National Council on Measurement in Education (New Orleans, LA).

Mick, L.B. (1989). Measurement effects of modifications in minimum competency test formats for exceptional students. Measurement and Evaluation in Counseling and Development, 22, 31-36.

Miller, P. (1990). Use of the Peabody Picture Vocabulary Test-Revised (PPVT-R) with individuals with severe speech and motor impairment: Effect of response mode on test results (Speech Impairment). (Doctoral Dissertation, University of Kansas ,1990): Digital Dissertations, 51, 5632.

Montani, T.O. (1995). Calculation skills of third-grade children with mathematics and reading difficulties (learning disabilities). (Doctoral dissertation, Rutgers the State University of New Jersey, 1995). Dissertation Abstracts International, 56, 0910.

Munger, G.F., & Loyd, B.H. (1991). Effect of speededness on test performance of handicapped and nonhandicapped examinees. Journal of Educational Research, 85 (1), 53-57.

Murray, E.A. (1987). The relationship between spatial abilities and mathematics achievement in normal and learning-disabled boys. (Doctoral dissertation, Boston University, 1987). Dissertation Abstracts International, 58, 0176.

Perez, J.V. (1980). Procedural adaptations and format modifications in minimum competency testing of learning disabled students: A clinical investigation (Doctoral dissertation, University of South Florida, 1980). Dissertation Abstracts International, 41, 0206.

Perlman, C.L., Borger, J., Collins, C.B., Elenbogen, J.C., & Wood, J. (1996). The effect of extended time limits on learning disabled students’ scores on standardized reading tests. Paper presented at the annual meeting of the National Council on Measurement in Education, New York, NY.

Petronio, K. (1998). Interpreting for deaf-blind students: Factors to consider. American Annals of the Deaf, 133 (3), 33-43.

Phillips, S.E. (1994). High stakes testing accommodations: Validity vs. disabled rights. Applied Measurement in Education, 7 (2), 93-120.

Pomplun, M. & Omar, M. H. (2000). Score comparability of a state mathematics assessment across students with and without reading accommodations. Journal of Applied Psychology, 85, 21-29.

Ray, S.R. (1989). Adapting the WISC-R for deaf children. Diagnostique, 7, 147-157.

Ray, S.R. (1989). Context and the psychoeducational assessment of hearing impaired children. Topics in Language Disorders, 9(4) 33-43.

Rock, D.A., Bennett, R.E., & Jirele, T. (1988). Factor structure of the Graduate Record Examinations General Test in handicapped and nonhandicapped groups. Journal of Applied Psychology, 73 (3), 383-392.

Rogers, W.T. (1983). Use of separate answer sheets with hearing impaired and deaf school age students. B.C. Journal of Special Education, 7 (1), 63-72.

Russell, M. (1999). Testing writing on computers: A follow-up study comparing performance on computer and on paper. Educational Policy Analysis Archives, 7.

Russell, M., & Haney, W. (1997). Testing writing on computers: An experiment comparing student performance on tests conducted via computer and via paper-and-pencil. Educational Policy Analysis Archives, 5 (3).

Russell, M., & Plati, T. (2001). Effects of computer versus paper administration of a state-mandated writing assessment. TCRecord.org. Retrieved January 23, 2001, from the World Wide Web: http://www.tcrecord.org/PrintContent.asp?ContentID=10709.

Statewide Stakeholder Focus Group. (September, 1995) «Including Students with Disabilities in Statewide Assessment and Accountability Systems: A Study of the Issues.» Under a grant from The Texas Education Agency to Region XI Education Service Center.

Sullivan, P.M. (1982). Administration modifications on the WISC-R Performance Scale with different categories of deaf children. American Annals of the Deaf, 127 (6), 780-788.

Swain, C. R. (1997). A comparison of a computer-administered test and a paper and pencil test using normally achieving and mathematically disabled young children. ( Doctoral Dissertation, University of North Texas, 1997) Digital Dissertations, 58, 835.

Thurlow, M., House, A., Boys, C., Scott, D., & Ysseldyke, J. (2000). State participation and accommodation policies for students with disabilities: 1999 Update (Synthesis Report 33). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.

Tindal, G., & Fuchs, L. (2000). A Summary of Research on Test Accommodations: An Empirical Basis for Defining Test Accommodations. Lexington, KY: Mid-South Regional Resource Center. (ERIC Document Reproduction Service No. ED 442 245).

Tindal, G. Heath, B., Hollenbeck, K., Almond, P., & Harniss, M. (1998). Accommodating students with disabilities on large-scale tests: An empirical study of student response and test administration demands. Exceptional Children, 64 (4), 439-450.

Tippets, E., & Michaels, H. (1997). Factor Structure Invariance of Accommodated and Non-Accommodated Performance Assessments. Paper presented at the National Council on Measurement in Education annual meeting, Chicago.

Tolfa-Veit, D., & Scruggs, T.E. (1986). Can learning disabled students effectively use separate answer sheets? Perceptual and Motor Skills, 63, 155-160.

Trimble, S. (1998). Performance trends and use of accommodations on a statewide assessment (Maryland/Kentucky Report Number 3). Minneapolis, MN: National Center on Educational Outcomes.

Vacc, N. (1987). Word processor versus handwriting: A comparative study of writing samples produced by mildly mentally handicapped students. Exceptional Children, 54(2), 156-165.

Varnhagen, S., & Gerber, M.M. (1984). Use of microcomputers for spelling assessment: Reasons to be cautious. Learning Disability Quarterly, 7, 266-270.

Walz, L., Albus, D., Thompson, S., & Thurlow, M. (2000). Effect of a multiple day test accommodation on the performance of special education students (Minnesota Report 34). Minneapolis: University of Minnesota, National Center on Educational Outcomes.

Watkins, M.W., & Kush, J.C. (1988). Assessment of academic skills of learning disabled students with classroom microcomputers. School Psychology Review, 17 (1), 81-88.

Weston, T. (1999). The validity of oral presentation in testing. Montreal, CANADA: American Educational Research Association.

Wright, N., & Wendler, C. (1994). Establishing timing limits for the new SAT for students with disabilities. Paper presented at the Annual Meeting of the National Council on Measurement in Education (New Orleans, LA, April 4-8, 1994). ERIC ID# ED375543.

Ziomek, R.L., & Andrews, K.M. (1998). ACT assessment score gains of special tested students. ACT Research Report Series, October, 1998.


National Center on Educational Outcomes Web site: http://education.umn.edu/NCEO
© 2002 by the Regents of the University of Minnesota.
The University of Minnesota is an equal opportunity educator and employer.
Online Privacy Statement

This page was last updated on December 20, 2002.

This Web site is produced by the National Center on Educational Outcomes through a Cooperative Agreement (#H326G000001) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Opinions expressed in this Web site do not necessarily reflect those of the U.S. Department of Education or Offices within it.

Information Section: Education
Article: Empirical Support for Accommodations Most Often Allowed in State Policy
Source:
Thurlow & Bolt, 2001
NCEO Synthesis Report 41 [retrieved 12-24-02]

Article Page   1   2   3   4   5

Tourette Syndrome "Plus" © Copyright 1998 - 2005 Leslie E. Packer, PhD. except as noted.
All rights reserved 
This page last updated January 7, 2005.
Reprint Policy. Privacy Policy. Contact.