Guidelines for Evaluating Test-Anxiety as a Disability

Purpose: These guidelines are designed to help determine when students anxiety, limited to exams
or other academic performances, constitutes a disability resulting in the need for academic
accommodations.
Working definition: Test anxiety occurs when symptoms of anxiety (e.g. agitation, blanking out!"
reduce academic performance, pre#enting students from demonstrating their true abilities.
To be considered as a disability, test$anxiety symptoms need to substantially limit one or more
ma%or life acti#ities (such as concentrating, remembering, or other physiological functions". They
should also occur in more than one sub%ect area or one test format (e.g. multiple choice". &nxiety
occurring from remediable causes such as lack of ability or preparation, or from situational
stressors, or too narrowly confined, would not meet the intent of disability law and therefore should
be ruled out. These students should be referrals to the appropriate resources.
no symptoms $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$'$$$$$$$$$$$$$$$$$$se#ere symptoms
Test$&nxiety continuum: (t is the %ob of the )** office to determine where on the continuum of
test$anxiety symptoms (from mild to se#ere" the cut$off point is for disability.
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&ssessment: 0enerally, students come to )** staff with an assessment or diagnosis, but
students with test anxiety often come of their own accord or by referral from instructor without
a formal e#aluation1 students should be encouraged to see a mental health practitioner. 2or
documented test anxiety, has the condition been assessed and documented by an appropriate
specialist (e.g. therapist, psychologist"3 Was a diagnosis made (e.g. generali4ed anxiety,
phobia"3 (f so, does the diagnosis formally include anxiety3 5a#e causes been explored:
temporary situational factors3 long$term stressors (e.g. PT*)"3 anxiety secondary to a primary
condition such as a learning disability or &)65)3 (f a formal psychological diagnosis has been
made, this may indicate a more broadly disabling condition than test anxiety alone, thus
strengthening the %ustification for accommodations.
&bility: When interference from test$anxiety is significant, it can cause a disparity between
students aptitude and their achie#ement. .#idence of aptitude or ability can be seen in non$
anxiety$producing performances such as homework, papers, or informal discussions. *tudents
must be otherwise 7ualified! to succeed at the course work or their anxiety may be due to lack
of ability alone.
Preparation: *tudents must be ade7uately prepared for exams or other performances or, again,
anxiety can result. 8uantity and 7uality of preparation can be e#idenced by time spent with
instructors, tutors, course and supplementary materials, as well as time spent with study skills
and test$preparation

9itigating factors: (f in treatment, where is the student at on the continuum of that treatment3 (s
the student at the point, according to the clinician, where he or she needs to challenge their
anxiety by facing the performance situation3 )oes treatment (e.g. medications, relaxation
strategies" reduce or eliminate the symptoms thus eliminating the need for accommodations3
&ccommodation effects: (f students interfering symptoms are appropriately and reasonably
accommodated formally or informally, does their performance impro#e (more accurately reflect
their abilities"3 :ack of impro#ement can pro#ide e#idence for a lack of ability.
Per#asi#eness: &lthough there may be exceptions, in general, a students test difficulties should
encompass more than one sub%ect or exam format to be considered disabling. (f the anxiety
symptoms are part of a broader psychological disorder such as 0enerali4ed &nxiety )isorder,
,bsessi#e$+ompulsi#e )isorder or *ocial Phobia, the per#asi#eness consideration is more
likely to fit the intention of the law.
)uration: 5as there been a history of the test anxiety for at least ; months3 )oes the history
include such e#idence as classes dropped to reduce the test anxiety, or informal re7uests for
accommodations3 5as treatment (e.g. counseling, medications" been prescribed3 (f so, has it
sufficiently reduced the symptoms to eliminate the need for accommodations3
*e#erity: &nxiety symptoms (see symptom checklist" should affect one or more ma%or life
acti#ities in at least a moderate way, and preferably be substantial or se#ere.
*ymptom checklist: )oes the condition affect a ma%or life acti#ity3 (f yes, which one(s"3 What
is the se#erity of the symptoms3 (s the se#erity proportional to the demand or stress (e.g.
number of classes, le#el of course difficulty"3 (f a 0&2 score is a#ailable, what does it
indicate3
Symptom Type mild

moderate severe
anxiousness, fear
breathing problems
concentration problems, distractibility
dissociation, spacing out!
gastro$intestinal problems (e.g. #omiting"
heart$rate or pressure increase
memory blockage, retrie#al problems
perceptual problems (e.g. #ision"
shakiness
other
)isability determination: To assist in summari4ing the findings of a particular student, use the decision tree
(attached" to list and gauge the #arious results of the preceding considerations
+autions: 5a#ing determined a student to ha#e disabling test$anxiety, warranting accommodations, there
may not, in fact, be any ad%ustment that would impro#e students performance. 2or example, the usual
accommodations (e.g. extra time, a 7uiet room" may not be sufficient nor may the clinician or student be able
to suggest an alternati#e. 2urther, students or clinicians re7uest may be unreasonable or cause an undue
burden on an instructor or department, or, finally, it may fundamentally alter the nature of the exam (e.g.
alternati#e format such as oral exam" or program.
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)e#eloped by )ebra (*olon" +laire, 9.*. at the 9c=urney )isability /esource +enter, >ni#ersity of Wisconsin$9adison ?@@@
)s7 on /ed 0ym6word60uidelines for .#aluating Test &nxiety;.A@.B?
Test Anxiety Analysis
Per#asi#eness diagram: 5ow broadly do the anxiety symptoms affect the person: confined to one
sub%ect area or test format3 9ore broadly affecting all performances3 ,r most broadly affecting
many life acti#ities3
Resources for Students Without Disabilities Services for Students
With Disabilities
*tudy C test$preparation skills de#elopment
Tutors
2aculty C Teaching &ssistant assistance
Therapeutic C medical strategies
(nformal test accommodations (re7uiring faculty appro#al":
e.g. extra time, 7uiet room, breaks, alternati#e format, exam
substitution"
.xam substitution: (e.g. paper, pro%ect, oral discussion"
+ourse alternati#e: (e.g. courses without exams"
&ll resources a#ailable to
students without disabilities
(listed left" plus:
2ormal accommodations (legal
status": eligible for alternati#e$
testing (e.g. extra time, 7uiet
room, breaks, alternati#e format,
exam substitution"