Graduate Management Admission Test accommodations are for individuals with documented disabilities to provide equal access to the exam in compliance with the Americans with Disabilities Act (ADA). GMAT accommodations for ADHD, anxiety, learning disorders, and more are meant to ensure that the exam accurately reflects a candidate’s abilities rather than the impact of their disability. We provide evaluations for GMAT testing accommodations that can be vital to your chances of approval.
How to Apply for GMAT Accommodations
- Register for the test: First, create an account on the official GMAT website (mba.com) and register for the exam.
- Submit a request for GMAT accommodations:
- Log into your mba.com account and follow the instructions to apply for GMAT testing accommodations.
- You’ll be asked to fill out a GMAT Test Accommodation Request Form, which includes providing detailed information about your condition.
- Provide documentation: Along with the GMAT accommodations request form, submit documentation of your disability. This would include our psychological report, which, if you qualify, will detail the information required to justify your need:
- The nature and severity of your disability.
- A history of your disability and past accommodations (if applicable).
- The need for specific GMAT accommodations based on empirically sound scientific evidence of the likely effect of your disability on your test-taking.
- Review and approval process: The GMAT accommodations review process can take 1 to 3 weeks. If approved, instructions for scheduling your accommodated exam will be provided.
Important Deadlines
Be sure to submit your GMAT testing accommodations request early. You need to allow time for both the accommodation review process and the scheduling of your exam. Waiting until close to your intended exam date may delay getting the GMAT accommodations you need. This suggests contacting us at least 60 days before your exam.
The Role of Psychological Testing for GMAT Accommodations
Applying for accommodations on the GMAT can be a complex and highly individualized process, particularly for examinees with ADHD or anxiety. The Graduate Management Admission Council (GMAC) requires detailed documentation that not only confirms a qualified diagnosis but also demonstrates how the condition substantially limits a major life activity, such as test-taking, in comparison to most people in the general population. Psychological assessments are essential in meeting these requirements with credibility, clarity, and clinical precision.
GMAT Accommodations for ADHD
For individuals looking for GMAT accommodations for ADHD, psychological evaluations often include a multi-method assessment strategy. This may involve norm-referenced behavior rating scales completed by the individual and collateral sources (e.g., BAARS-IV, CAARS, CEFI), cognitive evaluations (e.g., WAIS-IV, WJ-IV, or RAIT), and targeted assessments of attention and executive function such as the Conners Continuous Performance Test (CPT-3) or the Trail Making Test. These assessments help demonstrate core ADHD-related impairments, like distractibility, inconsistent focus, mental fatigue, poor working memory, or slowed processing speed, that directly interfere with the demands of a time-pressured, cognitively rigorous exam like the GMAT. A diagnosis is necessary, but it is not enough by itself to justify GMAT accommodations for ADHD.
GMAT Accommodations for Anxiety
For GMAT accommodations for anxiety, we employ diagnostic interviews, anxiety-specific rating scales (such as the Beck Anxiety Inventory, MASC-2, or SCARED-A), and functional analyses of symptom impact. In many cases, the testing process uncovers patterns of test-specific panic, perfectionism, or overcontrol that can lead to cognitive blocks, impaired reasoning, or an inability to manage time effectively under pressure. These symptoms may be less visible in everyday functioning, making formal testing a critical tool for articulating their severity in exam contexts. This is a requirement if you are going to be approved for GMAT accommodations for anxiety.
A comprehensive psychological report synthesizes these findings and links them to the types of GMAT accommodations for anxiety available, such as 50% or 100% extended time, extra breaks, or a quiet testing environment. Importantly, the evaluator must explain how the identified impairments are not simply present, but functionally limiting in a way that makes accommodations necessary for equal access.
Unlike academic settings, where accommodations may be more readily granted, GMAC holds applicants to a high standard of evidence that goes well beyond merely signifying a diagnosis. A well-constructed psychological evaluation that details the effects of the diagnosis provides the essential bridge between personal experience and legally recognized documentation, significantly increasing the likelihood of a successful request for GMAT accommodations for anxiety.
Ultimately, psychological testing doesn’t just help someone “get accommodations.” Instead, it clarifies the genuine barriers they face and supports fair access to a high-stakes exam that can shape their professional future.
Extra Time on the GMAT
In the case of any psychological disability, extra time can be vital. Whether GMAT extended time is needed to help a person with ADHD stay focused and organized, or extra time on the GMAT is needed to give someone with anxiety a chance to manage and overcome their symptoms, this is one of the core accommodations we test for. It is important to note that GMAT extended time is not meant to give anyone an unfair advantage, but rather to level the playing field. This is why we use unbiased and empirically sound methods to measure this need.
List of Possible GMAT Testing Accommodations
Here is a comprehensive list of possible GMAT testing accommodations, paired with the types of psychological tests typically used to justify each. Accommodations are granted based on the functional limitations caused by a documented disability under the Americans with Disabilities Act (ADA), and each accommodation must be supported by objective data from psychological testing and clinical observations.
1. GMAT Extended Time (50% or 100%)
Purpose:
For individuals who process information more slowly due to ADHD, anxiety, dyslexia, or cognitive impairments, extra time on the GMAT can be vital.
Tests Commonly Used to Support GMAT Extended Time:
- Processing Speed:
- WAIS-IV/WAIS-V – Processing Speed Index
- DASH, TOWRE-2, GORT-5 (for reading fluency)
- Reading Disorders:
- WIAT-4 – Word Reading, Reading Fluency, Reading Comprehension
- CTOPP-2, TOSWRF
- ADHD/Executive Functioning:
- Trail Making (TMT)
- Stroop
- Barkley Adult ADHD Rating Scale (BAARS-IV)
- Conners Adult ADHD Rating Scales (CAARS)
- CEFI or BRIEF-A
- Anxiety:
- BAI, SPECTRA, STAI
- ESQ (with emphasis on time-pressure impairment)
2. Additional Breaks Between Sections
Purpose:
Supports individuals who experience cognitive fatigue, anxiety episodes, difficulty with sustained attention, or sensory overload. This accommodation is often paired with GMAT extended time.
Measures Commonly Used to Support:
- BAARS-IV or Conners – showing issues with sustained attention
- D-REF or CEFI – Executive function breakdown under sustained effort
- PAI, BAI, or SPECTRA – for anxiety-related physiological dysregulation
- Clinical interview history of panic or fatigue under testing conditions
3. Private or Reduced-Distraction Testing Environment
Purpose:
Helps individuals who are easily distracted, hypervigilant, or overwhelmed by external stimuli.
Measures Commonly Used to Support:
- ADHD assessments:
- BAARS-IV, CAARS, CEFI, TOVA
- Anxiety/Trauma:
- STRESS, SPECTRA, PAI, BAI, PCL-5
- Autism Spectrum:
- SRS-2, ADOS-2
- Interview observation of sensory sensitivity or social vigilance
Permission to Read Questions Aloud (Speak Aloud While Testing)
Purpose:
Supports individuals with ADHD, processing disorders, or auditory learning styles who benefit from vocalizing to maintain attention.
Measures Commonly Used to Support:
- BAARS-IV, BRIEF-A, CEFI – impulsivity, inattention
- TMT, Stroop, WISC-V Working Memory – verbal rehearsal deficits
- Clinical observation or history of using vocal strategies to sustain attention
GMAT Accommodations for Anxiety and Panic: Stop-the-Clock Breaks
Purpose:
Allows those with panic disorder, diabetes, or PTSD to pause the test during acute episodes.
Measures Commonly Used to Support:
- SPECTRA – PTSD and Anxiety scales
- STRESS Test, PCL-5 – Trauma profiles
- BAI, PAI, ESQ – Acute anxiety patterns under test conditions
- Medical documentation (when applicable)
Case 1: GMAT Accommodations for Anxiety
Client: Julia, age 27
Background: Julia is a high-achieving professional who has struggled with severe test anxiety since high school. While she excelled in coursework and performance evaluations, standardized exams often caused her to freeze, experience racing thoughts, and become overwhelmed. She avoided the SAT and GRE by choosing alternative paths, but now must take the GMAT to pursue an MBA.
GMAT Accommodations Testing:
- Beck Anxiety Inventory (BAI): T-score = 82 (Severe range)
- SPECTRA (Anxiety, PTSD, and Internalizing Spectra):
- Anxiety T-score = 88 (Very elevated)
- Internalizing Spectrum T-score = 81
- Emotional Symptoms Questionnaire (ESQ): Specific items showed heightened distress and impaired performance under time pressure
- Clinical Interview: History of panic symptoms specific to high-stakes exams, not daily life
- Cognitive Testing (RAIT, TMT): Intact processing and reasoning when not under pressure
Diagnostic Conclusion:
Julia meets the criteria for Generalized Anxiety Disorder (GAD) with specific impact on test performance, particularly under timed and high-stakes conditions. Her functioning in day-to-day work and learning is strong, but she experiences physiological and cognitive shutdown when taking time-limited exams.
Recommended GMAT Accommodations for Anxiety:
- 50% GMAT extended time (to mitigate cognitive slowing and racing thoughts during exams)
- Separate exam environment (to reduce external anxiety triggers)
- Permission to take brief breaks as needed to manage physiological symptoms
Case 2: GMAT Accommodations for ADHD
Client: Marcus, age 30
Background: Marcus is a software engineer who was diagnosed with ADHD in childhood but discontinued treatment in college. He reports difficulty with sustained focus, time management, and impulsivity, especially under timed conditions. On practice GMATs, he either rushes through questions or gets stuck and cannot shift efficiently.
GMAT Accommodations Testing Conducted:
- Barkley Adult ADHD Rating Scale-IV (BAARS-IV): Strong elevations in Inattention and Hyperactivity-Impulsivity domains
- Conners Adult ADHD Rating Scales (CAARS): T-scores in the 80s across multiple executive domains
- Comprehensive Executive Function Inventory (CEFI): Self- and observer-rated scores indicated major weaknesses in Working Memory, Sustained Attention, and Inhibitory Control.
- Trail Making (TMT): TMT-B showed significant inefficiency in cognitive flexibility under time constraints
- Dot Counting (DCT): Valid performance
Diagnostic Conclusion:
Marcus meets the criteria for ADHD, Combined Presentation. His deficits in executive functioning and sustained attention significantly impair his ability to focus, pace himself, and persist on a lengthy, time-constrained exam like the GMAT.
Recommended GMAT Accommodations for ADHD:
- 50% extra time on the GMAT (to allow time for focus regulation and pacing)
- Additional breaks between sections to prevent cognitive fatigue
- Use of a computer with spellcheck and highlighting tools to support planning and organization on written sections
- Quiet testing environment
Case 3: Extra Time on the GMAT Due to Dyslexia
Client: Ethan, age 25
Background: Ethan is a graduate of a top university who was diagnosed with dyslexia in high school. He currently works in finance and reads competently but very slowly. He requires extra time to decode complex text and analyze word problems, which significantly impairs his GMAT performance despite strong reasoning skills. He is hoping for extra time on the GMAT to level the playing field.
Testing Conducted:
- Wechsler Individual Achievement Test (WIAT-4):
- Word Reading SS = 81 (10th percentile)
- Reading Comprehension SS = 92 (30th percentile)
- Reading Fluency SS = 78 (7th percentile)
- Gray Oral Reading (GORT-5):
- Fluency and accuracy significantly below average
- Cognitive Testing (WISC-V or WAIS-IV):
- Verbal Comprehension = Average to High Average
- Processing Speed = Borderline
- Sentence Reading Efficiency (TOSWRF or GORT): Confirmed impaired automaticity
- Clinical Interview: Lifelong history of slow reading, with early IEP services and tutoring
Diagnostic Conclusion:
Ethan meets the criteria for Specific Learning Disorder with Impairment in Reading (Dyslexia). His slow reading fluency and weak decoding skills substantially impede his ability to complete questions in the standard time frame.
GMAT Extended Time and Other Accommodations:
- 100% GMAT extended time (due to significantly slow reading fluency)
- Use of a screen reader or text-to-speech software
- Separate room for testing to allow Ethan to work at his own pace without distraction
- Breaks between sections to manage fatigue from prolonged reading
Conclusion: The Role of Psychological Testing
Psychological testing plays a critical role in the GMAT testing accommodations process. The GMAT, by design, places intense cognitive demands on test-takers, demands that can disproportionately affect individuals with documented neurodevelopmental, learning, or emotional disorders. High-stakes standardized testing environments often exacerbate the very symptoms that impair functioning in these populations, from cognitive processing slowdowns and executive dysfunction to anxiety-induced performance collapse.
Comprehensive psychological evaluations provide the empirical foundation necessary to demonstrate the presence, severity, and functional impact of these conditions in a test-taking context. Using standardized assessments, behavioral observations, and developmental histories, clinicians are able to substantiate the need for accommodations under ADA guidelines. Importantly, these evaluations differentiate between test anxiety or frustration that all examinees may experience and clinically significant impairments that rise to the level of disability.
For those seeking accommodations on the GMAT, psychological testing not only validates their needs, it can also restore a sense of fairness. It helps ensure that success on the exam reflects actual reasoning ability and academic potential, not the absence of a disability or the presence of privileges that allow others to perform unimpeded.
Our Perspective: Supporting Equal Opportunity Through Testing
We specialize in high-quality psychological testing to support students and professionals seeking accommodations for standardized exams like the GMAT. We understand how overwhelming it can feel to face an exam that doesn’t reflect your actual abilities, especially when conditions like ADHD, dyslexia, or anxiety interfere with your performance despite your intelligence and drive.
Our assessments are not just about identifying challenges. They’re about unlocking your potential. We use the latest tools in psychological science to create a clear picture of how your mind works, where barriers may arise, and what supports will level the playing field. Whether it’s extended time, additional breaks, or assistive technology, our evaluations are designed to ensure that your scores reflect your ability, not your diagnosis.
We believe that every individual deserves a fair shot. Through thorough, ethical, and personalized testing, we help our clients obtain the GMAT testing accommodations they are entitled to, so they can move forward with confidence and equity in competitive academic and professional environments.
Please don’t hesitate to contact us or schedule a consultation anytime to discuss whether testing for GMAT accommodations might be indicated for you. We also provide services for other exams, including extra time on the GRE, LSAT, and MCAT.
