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Exploring Time-Use Profiles in Digital Mathematics Assessments for Students with Learning Disabilities

Λεπτομέρειες βιβλιογραφικής εγγραφής
Τίτλος: Exploring Time-Use Profiles in Digital Mathematics Assessments for Students with Learning Disabilities
Γλώσσα: English
Συγγραφείς: Xin Wei (ORCID 0000-0002-6978-6609)
Πηγή: Journal of Learning Disabilities. 2026 59(3):172-184.
Διαθεσιμότητα: 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
Ημερομηνία έκδοσης: 2026
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324P230002
Τύπος εγγράφου: 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
Περίληψη: 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
Αριθμός Καταχώρησης: EJ1502795
Βάση Δεδομένων: ERIC
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  Data: Exploring Time-Use Profiles in Digital Mathematics Assessments for Students with Learning Disabilities
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  Data: <searchLink fieldCode="AR" term="%22Xin+Wei%22">Xin Wei</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6978-6609">0000-0002-6978-6609</externalLink>)
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  Data: 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
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  Data: 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.
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        Value: 10.1177/00222194251347965
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      – SubjectFull: Grade 8
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      – SubjectFull: Students with Disabilities
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