MEGA Cross Categorical Special Education Practice Test

When administering a standardized achievement test to a student with learning disabilities and ADHD, which strategy is likely the most effective?

1. reducing the test length by omitting select subtests

2. beginning with items below age and grade level

3. preteaching test-taking strategies

4. repeating oral directions and providing breaks

The correct answer is: repeating oral directions and providing breaks

Providing breaks and repeating oral directions are strategies that can effectively support students with learning disabilities and ADHD during standardized achievement testing. These students may struggle with attention, processing speed, or managing anxiety, which can impact their test performance. By incorporating frequent breaks, the testing environment is made more accommodating, allowing the student to rest and refocus, which is critical for maintaining concentration and stamina throughout the assessment. Repeating oral directions ensures that the student fully understands what is being asked of them, which can mitigate confusion or frustration that could arise from misinterpretation. These approaches acknowledge the unique needs of students with learning disabilities and ADHD, enhancing their opportunity to demonstrate their true abilities and knowledge in a testing situation. This focus on comprehension and managing cognitive load aligns with best practices in special education, contributing positively to the overall testing experience.