Accommodations are intended to address student academic and behavioral deficits by reducing obstacles that impede learning and accurately measuring skills. There is limited research, however, pertaining to the types of accommodations students receive and their selection, particularly among those with emotional and behavioral problems. This is a significant concern for secondary age students who spend the majority of their day in regular education settings and must participate in high-stakes testing. We examined types of accommodations provided to 222 secondary students with emotional and behavioral problems, their use (i.e., classroom or standardized assessments), and variables related to their selection. Analyses indicated (a) students received a wide array of accommodations with some differences depending on disability type, (b) more accommodations were provided in the classroom than on standardized testing, (c) few demographic variables were associated with type or number of accommodations, and (d) with a single exception, academic and behavioral functioning did not explain type of accommodation received. The findings suggest that accommodation selection is highly imprecise and point to the critical need for further research in this area.

中文翻译：

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对有情绪和行为问题的中学生的 IEP 住宿评估

住宿旨在通过减少阻碍学习和准确衡量技能的障碍来解决学生的学业和行为缺陷。然而，关于学生接受的住宿类型及其选择的研究有限，特别是在那些有情绪和行为问题的学生中。对于在正常教育环境中度过大部分时间并且必须参加高风险测试的中学生来说，这是一个重要的问题。我们检查了为 222 名有情绪和行为问题的中学生提供的便利类型、他们的使用（即课堂或标准化评估）以及与他们的选择相关的变量。分析表明 (a) 学生接受了广泛的便利，根据残疾类型的不同而有所不同，(b) 在课堂上提供的便利比在标准化测试中提供的多，(c) 很少有人口统计学变量与便利的类型或数量相关，并且 (d) 除了一个例外，学业和行为功能不能解释所接受的便利类型. 研究结果表明，住宿选择是非常不精确的，并指出在该领域进行进一步研究的迫切需要。