An article reviewing the research literature around extended time accommodations along with proposed guidelines was published earlier this month in the journal Psychological Injury and Law by researchers from the ARCs. The article’s abstract, citation, and link to the full text are below.

Although extended time for tests and examinations is the most commonly requested and provided accommodation in post-secondary institutions, best practice guidelines from existing research are rarely translated into practice. Thus, a review of the literature was undertaken to examine support for granting additional assessment time to persons in specific disability categories. Based on this review, no more than 25% additional time is supported for students with learning disabilities, and even then, only when their documented area of functional impairment overlaps with assessment task requirements. No research support exists for the provision of extra time for students with attention deficit/hyperactivity disorder (AD/HD) or mental health diagnoses. Research is silent on the appropriateness of additional assessment time for individuals with autism spectrum disorder and thus individuals need to be considered on a case-by-case basis. In very exceptional situations, more than 25% additional time may be warranted, but this would need to be well considered using an established decision-making model.

Harrison, A.G., Pollock, B. & Holmes, A. Provision of Extended Assessment Time in Post-secondary Settings: a Review of the Literature and Proposed Guidelines for Practice. Psychol. Inj. and Law (2022). https://doi.org/10.1007/s12207-022-09451-3

Questions about this review article can be directed to Dr. Alana Holmes.