Extended time for tests

 

 

Envision that you are a trained psychologist working in a school. A high school senior came to your office seeking accommodations so that they could have extended time for tests. The student has a history of being diagnosed with ADHD, although no formal testing was ever completed. The student is prescribed stimulant medication from their primary care provider for symptoms of inattention. The student wants to know if they should take their ADHD medication during the course of testing.
Answer the following questions in a one- to two-paragraph response:
Would you suggest they take their medication? Why or why not?
Based on your decision, what are the limitations regarding the assessment of the student’s results if they do take the medication before the test?

 

Sample Solution

When it comes to medication for Attention Deficit Hyperactivity Disorder (ADHD), I would suggest that the student take their medication if they are prescribed stimulant medication by their primary care provider. Taking medication may help address symptoms of inattention and improve focus during tests, thus allowing them to perform better and experience less anxiety or stress while taking exams (Wolraich et al., 2020). Furthermore, research has shown that taking ADHD medications before testing can lead to improved accuracy of results as well as increased test-taking speed (Faraone & Spencer, 2016).

However, it is important to note that not every individual responds positively to ADHD medications. In some cases stimulants may even worsen symptoms such as irritability or restlessness which can further impede performance on tests (Spencer et al., 2018). Additionally, there are possible side effects associated with taking these medications such as sleep difficulties or decreased appetite which should be taken into consideration when deciding whether medication should be taken before a test. It is also important for individuals taking these medications to ensure that they are following instructions provided by their physicians in order to avoid any potential risks.

Overall, I believe that discussing this issue with the student’s primary care provider is essential in order make an informed decision about whether or not the student should take their ADHD medication before tests. The primary care physician can provide guidance regarding dosage amounts and potential side effects of the particular prescription being used while providing insight into how effective it might be at helping the student manage their symptoms during tests. Ultimately it is up to the individual themselves whether or not they decide to take their medication but having a conversation with a healthcare professional could prove beneficial in making an educated decision.

Transient memory is the memory for a boost that goes on for a brief time (Carlson, 2001). In reasonable terms visual transient memory is frequently utilized for a relative reason when one can’t thoroughly search in two spots immediately however wish to look at least two prospects. Tuholski and partners allude to momentary memory similar to the attendant handling and stockpiling of data (Tuholski, Engle, and Baylis, 2001).

They additionally feature the way that mental capacity can frequently be antagonistically impacted by working memory limit. It means quite a bit to be sure about the typical limit of momentary memory as, without a legitimate comprehension of the flawless cerebrum’s working it is challenging to evaluate whether an individual has a shortage in capacity (Parkin, 1996).

 

This survey frames George Miller’s verifiable perspective on transient memory limit and how it tends to be impacted, prior to bringing the examination state-of-the-art and outlining a determination of approaches to estimating momentary memory limit. The verifiable perspective on momentary memory limit

 

Length of outright judgment

The range of outright judgment is characterized as the breaking point to the precision with which one can distinguish the greatness of a unidimensional boost variable (Miller, 1956), with this cutoff or length generally being around 7 + 2. Mill operator refers to Hayes memory length try as proof for his restricting range. In this members needed to review data read resoundingly to them and results obviously showed that there was a typical maximum restriction of 9 when double things were utilized.

This was regardless of the consistent data speculation, which has proposed that the range ought to be long if each introduced thing contained little data (Miller, 1956). The end from Hayes and Pollack’s tests (see figure 1) was that how much data sent expansions in a straight design alongside how much data per unit input (Miller, 1956). Figure 1. Estimations of memory for data wellsprings of various sorts and bit remainders, contrasted with anticipated results for steady data. Results from Hayes (left) and Pollack (right) refered to by (Miller, 1956)

 

Pieces and lumps

Mill operator alludes to a ‘digit’ of data as need might have arisen ‘to settle on a choice between two similarly probable other options’. In this manner a basic either or choice requires the slightest bit of data; with more expected for additional complicated choices, along a twofold pathway (Miller, 1956). Decimal digits are worth 3.3 pieces each, implying that a 7-digit telephone number (what is handily recollected) would include 23 pieces of data. Anyway an evident inconsistency to this is the way that, assuming an English word is worth around 10 pieces and just 23 pieces could be recollected then just 2-3 words could be recalled at any one time, clearly mistaken. The restricting range can all the more likely be figured out concerning the absorption of pieces into lumps.

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