When conducting a 3-year re-evaluation of a high school student with learning disabilities and ADHD, which strategy is likely the most effective for administering a standard achievement test?

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In the context of a 3-year re-evaluation for a high school student with learning disabilities and ADHD, providing repeated oral directions and offering frequent breaks during test sessions is particularly effective. Students with ADHD may struggle with maintaining attention over extended periods and can benefit significantly from having instructions reiterated to ensure comprehension. This strategy addresses potential barriers to understanding and executing tasks during the assessment.

Frequent breaks help manage fatigue and refocus the student, allowing for improved performance by reducing stress and anxiety that can hinder concentration. Both of these techniques create a supportive testing environment that accommodates the specific learning needs of the student, ultimately leading to a more accurate assessment of their abilities.

While other strategies, such as allowing for extra time or testing in a quiet room, can also be beneficial, they may not directly address issues related to attention and processing that are commonly associated with ADHD in the same way that repeating directions and providing breaks do. Therefore, the selected approach is the most tailored to meet the needs of a student managing both learning disabilities and attention difficulties.

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