This study analyzed performance, process, and survey data of eighth graders with learning disabilities (LDs) who took the 2017 National Assessment of Educational Progress (NAEP) digital math test. Compared with students with LDs who did not receive extended time accommodations (ETAs), students with LDs who received and used ETA scored significantly higher on the test, whereas students with LDs who received but did not use ETA scored significantly lower on the test. In addition, students with LDs in the two ETA groups reported a lower level of perceived time pressure and a higher level of math interest and enjoyment than their peers who did not receive ETA. For students with LDs who received ETA, optimal performance was achieved with 50% additional time, while their peers who did not receive ETA typically performed best when utilizing most of their allotted time. The analysis of process data revealed that students with LDs who used ETA performed more actions, had a higher number of revisits, used universal design digital tools more frequently, and performed better on time-consuming items than their peers who did not receive ETA at the same level of math performance.

中文翻译：

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延长时间的住宿以及有学习障碍的学生的学业、行为和心理结果。


本研究分析了参加 2017 年国家教育进步评估 (NAEP) 数字数学测试的有学习障碍 (LD) 的八年级学生的表现、过程和调查数据。与未接受延长时间住宿 (ETA) 的 LD 学生相比，接受并使用 ETA 的 LD 学生在测试中得分显着较高，而接受但未使用 ETA 的 LD 学生在测试中得分显着较低。此外，与未收到 ETA 的同龄人相比，两个 ETA 组中获得 LD 的学生感知到的时间压力较低，对数学的兴趣和享受较高。对于获得 ETA 的 LD 学生来说，通过额外 50% 的时间即可实现最佳表现，而没有收到 ETA 的同龄人通常在利用大部分分配时间时表现最佳。对过程数据的分析显示，与未收到 ETA 的同龄人相比，使用 ETA 的 LD 学生执行了更多的操作，有更多的重访次数，更频繁地使用通用设计数字工具，并且在耗时的项目上表现更好。相同水平的数学成绩。