Give me a break: assessing the effectiveness of test-break with small-group testing accommodations for individuals with attention-deficit hyperactivity disorder

This study examined the effectiveness of combined test-break and small-group testing accommodations in high-stakes standardized assessments for individuals with Attention Deficit Hyperactivity Disorder (ADHD). Utilizing data from 47,661 Psychometric Entrance Test (PET) takers over a decade, including 416 with ADHD, we compared three groups of repeating test-takers: (a) individuals with ADHD initially tested without accommodations, and later with breaks and small-group settings; (b) individuals with ADHD tested twice with these accommodations; and (c) individuals without disabilities tested twice under standard conditions. The no-breaks → breaks group showed significantly larger score gains compared to the other groups. Idiographic analysis revealed distinct patterns, with this group also showing the highest frequency of improvements. Findings highlight the potential impact of targeted accommodations on test performance and underscore the importance of evidence-based, individualized practices to ensure fairness in testing.