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...ffect for SWDs than SWODs on both the mathematics andsthe reading tests. The effects of testing accommodations on both the mathematics and readingstests fell in the small to medium effect size range (=-=Cohen, 1992-=-) for SWDs, whereas the testingsaccommodations had only a small effect for SWODs. This finding is consistent with previoussresearch. For example, Schulte et al. (2001) found small to medium effect siz...

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...commodations have a greater impact on the scores ofsstudents with disabilities (SWD) than on the scores of students without disabilities (SWOD), askey characteristic of a valid testing accommodation (=-=Phillips, 1994-=-; Thompson, Blount, &sThurlow, 2002). Another body of recent research has looked at the alignment of testingsaccommodations with individual student needs (e.g., Elliott, Kratochwill, & McKevitt, 2001;...

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...ctors of which students will benefit from testing accommodations orswhich testing accommodations will be helpful.sEffects of Testing Accommodations on Math and Reading Scoress5sIn two recent studies (=-=Fuchs, Fuchs, Eaton, Hamlett, Binkley, & Crouch, 2000-=-; Fuchs,sFuchs, Eaton, & Hamlett, 2000), Fuchs, Fuchs, and colleagues used a four-phase, data-drivensmethod to individualize testing accommodations. In both studies, the researchers used shortenedsass...

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... to thesresults for SWODs on nonaccommodated assessments. Good assessment accommodations aresindividualized and assessed on an individual, and then aggregated, basis. Although manysresearchers (e.g., =-=Thompson et al., 2002-=-) have attempted to identify testing accommodations thatsmeet these criteria, few have been able to do so. The current study is designed to address thesEffects of Testing Accommodations on Math and Re...

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...re often influential in determining which accommodations aresappropriate for each student. Although law and logic push teachers into the role of selectingsindividual accommodations, current research (=-=Helwig & Tindal, 2003-=-) indicates that teachers aresnot very accurate predictors of which students will benefit from testing accommodations orswhich testing accommodations will be helpful.sEffects of Testing Accommodations...

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...d testing accommodation (Phillips, 1994; Thompson, Blount, &sThurlow, 2002). Another body of recent research has looked at the alignment of testingsaccommodations with individual student needs (e.g., =-=Elliott, Kratochwill, & McKevitt, 2001-=-;sMcKevitt & Elliott, in press; Schulte, Elliott, & Kratochwill, 2001). This research has usedssingle-case designs to evaluate testing accommodations. The current study utilized single-casesmethodolog...

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...th test and .92 for bothsforms of the reading test. The eighth-grade versions had reliabilities of .86 on both math formssand .92 for both reading forms.sAssessment Accommodations Checklist. The AAC (=-=Elliott et al., 1999-=-) is a guide usedsby educators to plan and document the use and effect of testing accommodations. Because it listssand categorizes the many types of accommodations that may be used in educational asse...

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... providessevidence that both subject matter and grade level have an impact on the effects of testingsaccommodations on test scores, results similar to those found in previous research (Trimble,s1998; =-=Fuchs, Fuchs, Eaton, & Hamlett, 1999-=-). The No Child Left Behind Act (2002) mandatedsthe standardized testing of all third- through eighth-grade students. Given this mandate, ansunderstanding of the impact of testing accommodations has b...

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...sinclude and accurately assess students with disabilities. Before the 1997 revision to IDEA, manysschools excluded a large percentage of students with disabilities from large-scale achievementstests (=-=Elliott, McKevitt, & Kettler, 2002-=-). The last 5 years have seen a steady growth in thesnumber of research studies focusing on testing accommodations, changes made to assessmentssso they are more valid for students with disabilities. T...

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...2002). Another body of recent research has looked at the alignment of testingsaccommodations with individual student needs (e.g., Elliott, Kratochwill, & McKevitt, 2001;sMcKevitt & Elliott, in press; =-=Schulte, Elliott, & Kratochwill, 2001-=-). This research has usedssingle-case designs to evaluate testing accommodations. The current study utilized single-casesmethodology to determine what effects accommodations have on test results for i...