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. Author manuscript; available in PMC: 2017 May 10.
Published in final edited form as: Learn Disabil (Pittsbg). 2016;21(2):67–78. doi: 10.18666/LDMJ-2016-V21-I2-7414

Table 5.

Individual Accommodations Regressed on MSA Math Scores, for Students with and without Parent-Reported Math Difficulties

Students With Math Difficulties Students Without Math Difficulties
β SE t p η2 β SE t p η2
Constant 409.832 18.124 22.61 .000 490.281 24.937 19.66 .000
Grade 1.111 2.935 0.38 .706 .003 −9.738 4.048 −2.41 .024 .188
Extended time 19.816 14.027 1.41 .163 .034 −19.970 19.067 −1.05 .305 .042
Frequent breaks −20.285 13.442 −1.51 .137 .039 3.291 16.308 0.20 .842 .002
Reduced distraction −11.252 16.122 −0.70 .488 .009 23.947 18.661 1.28 .211 .062
Oral presentation −6.056 13.761 −0.44 .662 .003 −14.445 21.110 −0.68 .500 .018
Use of calculator −19.055 13.967 −1.36 .178 .032 −29.829 21.235 −1.40 .172 .073

Note. Students with math difficulties (n = 63) are those students whose parent-rated math difficulties fell above the CLDQ math mean cut score of 2.60; students without math difficulties (n = 32) are those students whose parent-rated math difficulties fell below the CLDQ math mean cut score.