Testing for Academic & Professional Exam Accommodation Eligibility

“When I was young I observed that nine out of ten things I did were failures, so I did ten times more work.”  - Bernard Shaw

Have you struggled with major exams, particularly those with time limits?  Do you become easily distracted in testing environments?  Have you been diagnosed with a disability that impacts your ability to read, write, or listen?  Do any of these things impact your functioning at work or school? 

You may benefit from accommodations to support your exam or work-related performance.

Luckily, major academic and testing institutions (colleges, testing centers, etc.) are required to provide certain accommodations for people just like you under the Americans with Disabilities Act (see Lovett, 2014).  For example, people with symptoms of a learning disability or ADHD were shown to perform significantly better with the right supports for testing (Lovett, 2010; Lovett & Leja, 2015). For referrals about testing for school-based supports and accommodations, such as Individual Education Plans (IEP) or other qualifications for services (Other Health Impairment, Learning Disability, Emotional Disturbance), please check out the links below on Testing for School and Testing for Diagnosis.

Additionally, many employers may have resources to support your performance at work. The right support may be the key to passing the California State Bar Exam, excelling at your job, or getting into graduate school. 

Some examples of accommodation might include (Bolt & Thurlow, 2004):

  • Additional time for taking an exam
  • Large print or braille options
  • Use of an interpreter (including sign language)
  • Use of text-to-speech technology to read test items
  • Option to take test in separate room
  • Use of a keyboard versus a writing utensil

Finding The Right Accommodations Can Significantly Improve Your Performance

Finding the right accommodations may significantly improve your performance (Johnson, 2000; Elliot & Marquart, 2004; Cox, Herner, Demczyk, Neiberding, 2006). Common exams people request testing for accommodations have included: the California State Bar Exam, Law School Admission Test (LSAT), Medical College Admission Test (MCAT), Scholastic Assessment Test (SAT).  These exams play critical roles in career development, and many people stop pursuing their dreams because they were unable to perform their best on an entrance test.

Testing for accommodations involves a very in-depth process of psychological assessment. 

This includes:

  • 1-2 hours of interview
    • This includes a review of your history, any medical issues, academic concerns, and other relevant personal information
  • 1-6 hours of test administration
    • Test administration involves a battery of tests selected to most efficiently identify your intellectual strengths and weaknesses
    • Tests will likely include cognitive and academic assessments
  • 1-2 hours for a feedback session and report review
    • We meet for a final session to discuss your results
    • This includes reviewing the report and identifying the next step

Outside of the time we will spend together for testing, I also spend 2-8+ hours scoring and interpreting your results and writing a report.   This is an in-depth look at your performance during testing with an integrated perspective based on your history.  I include an accurate diagnosis and specific recommendations based on what we find.  The report is an important part for receiving accommodations, as my diagnosis and recommendations will be used by the testing or career entity.  Additionally, the final report becomes your confidential property that you can use as you wish.  

If you are preparing to take a major exam and would like to assess your eligibility for testing accommodations, you have come to the right place!

I specialize in assessments for learning disabilities, ADHD, Depression, Anxiety, IQ and more.  My process for testing and assessment is tailored to gather accurate, quality information about intellectual functioning, personality, and performance. 

If you are not interested in professional exam accommodation eligibility but are interested in testing for specific diagnoses, such as Learning Disorder, Anxiety Disroder or Major Depressive Disorder, check out: Testing for School and Testing for Diagnosis. 

I believe that we can find real answers about your needs.  Together, we can help you reach your full potential. 

 

Interested?  Let’s Connect!

If you are interested in assessment services and live near the Newport Beach, Orange County California area, please contact me as soon as possible. I would love to hear from you and answer any questions you may have about my practice. 

I can help you find the right academic or work-based support.  Why wait?

 

Read About Dr. Montgomery

Want to learn more about me?

Dr. Aaron Montgomery, Newport Beach Psychologist

Click on the About tab to find out more about my credentials and get a better sense of who I am. 

I provide psychological assessment and treatment services to individuals and families at my office in Newport Beach, Ca. I often work with individuals from all over the greater Orange County area including Irvine, Costa Mesa, Laguna Beach, Rancho Santa Margarita, Aliso Viejo, Laguna Hills, Mission Viejo, Anaheim, Orange, Tustin, Huntington Beach, Seal Beach, Dana Point, Fountain Valley and more.

 

Want to Learn More? 

Want to learn more about therapy, assessment, and mental illness?  

Check out the tabs above, or click on the links below:

Therapy with Teens

Therapy with Adults

All About ADHD

All About Depression

All About Anxiety

Testing for Professional and Academic Exam Accommodation Eligibility (LSAT, GRE, California State Bar Exam and more)

Testing for School (Learning Disabilities, IQ, ADHD, and more)

Testing for Diagnosis (Depression, Anxiety, Bipolar, and more)

 

References

Bolt, S. E., & Thurlow, M. L. (2004). Five of the most frequently allowed testing accommodations in state policy: Synthesis of research. Remedial and special education25(3), 141-152.

Cox, M. L., Herner, J. G., Demczyk, M. J., & Nieberding, J. J. (2006). Provision of testing accommodations for students with disabilities on statewide assessments: Statistical links with participation and discipline rates. Remedial and Special Education27(6), 346-353.

Elliott, S. N., & Marquart, A. M. (2004). Extended time as a testing accommodation: Its effects and perceived consequences. Exceptional Children70(3), 349-367.

Johnson, E. S. (2000). The effects of accommodations on performance assessments. Remedial and Special Education21(5), 261-267.

Lovett, B. J. (2010). Extended time testing accommodations for students with disabilities: Answers to five fundamental questions. Review of Educational Research80(4), 611-638.

Lovett, B. J. (2014). Testing accommodations under the Amended Americans with disabilities act: the voice of empirical research. Journal of Disability Policy Studies25(2), 81-90.

Lovett, B. J., & Leja, A. M. (2015). ADHD symptoms and benefit from extended time testing accommodations. Journal of Attention Disorders, 19(2), 167-172.