Effects of Test Time-Limits on Achievement Scores of Behaviorally Disordered Adolescents

Abstract

Although behaviorally disordered pupils are characterized both by low achievement and variable test performance, little systematic inquiry has been made into methods for obtaining optimal test results from such pupils. Positive effects of untimed test conditions on scores of normal students with high test anxiety suggests that similar approaches might also be effective with behaviorally disordered students. In the present study, 40 adolescents with behavioral disorders were tested under untimed conditions and their scores compared with scores obtained at the end of the normal time limits of the test. Results suggested that performance increased under untimed conditions only in the area of reading comprehension. Possible reasons for failure to replicate in other academic areas are discussed.