Exploring Time-Use Profiles in Digital Mathematics Assessments for Students with Learning Disabilities
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| Title: | Exploring Time-Use Profiles in Digital Mathematics Assessments for Students with Learning Disabilities |
|---|---|
| Language: | English |
| Authors: | Xin Wei (ORCID |
| Source: | Journal of Learning Disabilities. 2026 59(3):172-184. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324P230002 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | National Competency Tests, Grade 8, Students with Disabilities, Time Factors (Learning), Time Management, Learning Disabilities, Academic Accommodations (Disabilities), Testing Accommodations, Computer Assisted Testing, Mathematics Achievement, Mathematics Tests, Middle School Students |
| Assessment and Survey Identifiers: | National Assessment of Educational Progress |
| DOI: | 10.1177/00222194251347965 |
| ISSN: | 0022-2194 1538-4780 |
| Abstract: | This study investigates the time-use patterns of students with learning disabilities during digital mathematics assessments and explores the role of extended time accommodations (ETA) in shaping these patterns. Using latent profile analysis, the researcher identified four distinct time-use profiles separately for a group of U.S. 8th-grade students with LD, with and without ETA. "Initial Focusers" spend more time on simpler initial items and less time on later, more difficult items, exhibiting high omission rates and low performance. "Rapid Progressors" complete assessments quickly but exhibit shallow engagement across all items, achieving low performance. "Diligent Time Maximizers" allocate time effortfully across items but often run out of time on the last two items when ETA was not granted, achieving the second-highest scores. "Efficient Prioritizers," excel in strategic time management, score the highest, and report strong persistence and interest in math. The findings reveal that ETA supports students who adopt meticulous strategies, such as Diligent Time Maximizers, but does not universally address the challenges faced by other profiles. This study underscores the need for tailored interventions and accommodations aligned with individual time-use profiles to foster equitable and effective learning and assessment environments. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | EJ1502795 |
| Database: | ERIC |
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| Abstract: | This study investigates the time-use patterns of students with learning disabilities during digital mathematics assessments and explores the role of extended time accommodations (ETA) in shaping these patterns. Using latent profile analysis, the researcher identified four distinct time-use profiles separately for a group of U.S. 8th-grade students with LD, with and without ETA. "Initial Focusers" spend more time on simpler initial items and less time on later, more difficult items, exhibiting high omission rates and low performance. "Rapid Progressors" complete assessments quickly but exhibit shallow engagement across all items, achieving low performance. "Diligent Time Maximizers" allocate time effortfully across items but often run out of time on the last two items when ETA was not granted, achieving the second-highest scores. "Efficient Prioritizers," excel in strategic time management, score the highest, and report strong persistence and interest in math. The findings reveal that ETA supports students who adopt meticulous strategies, such as Diligent Time Maximizers, but does not universally address the challenges faced by other profiles. This study underscores the need for tailored interventions and accommodations aligned with individual time-use profiles to foster equitable and effective learning and assessment environments. |
|---|---|
| ISSN: | 0022-2194 1538-4780 |
| DOI: | 10.1177/00222194251347965 |
