The Graduate Record Examination provides accommodations for individuals with documented disabilities or health-related needs to ensure fair access to the exam. The Educational Testing Service (ETS), which administers the exam, follows the guidelines of the Americans with Disabilities Act (ADA) to provide appropriate GRE accommodations for ADHD, anxiety, learning disabilities, and more. Our services can be vital in the process of getting GRE testing accommodations, as we review in this post. We’d be happy to talk to you about your specific chances of qualifying for extra time on the GRE or other supports, so please feel free to contact us or schedule a consultation anytime.
How to Apply for GRE Accommodations
- Create an ETS account: First, register for the GRE through your ETS account.
- Submit a request for GRE testing accommodations:
- Fill out a GRE Testing Accommodations Request Form, which is available on the ETS website.
- When completing the form, specify the GRE accommodations you feel you need.
- Provide documentation: You’ll need to submit documentation of your disability or health condition from a qualified professional. That may come from a therapist or primary care physician, but that alone may not be enough to specifically prove that you need accommodations to have an equal footing. That’s where our psychological evaluation report comes in, because it includes:
- A diagnosis and description of the disability or condition.
- Information about how the disability impacts your ability to take the exam.
- Recommendations for GRE accommodations based on your condition.
- Submit your request for GRE accommodations.
- Upload the completed form and documentation through your ETS account or send it via email, mail, or fax to ETS Disability Services.
- Review and decision process: ETS will review your request and the accompanying documentation. This process typically takes up to 6 weeks. This means you should contact us about 90 days before your exam if possible.
How ETS Evaluates Requests for GRE Testing Accommodations
ETS evaluates GRE accommodation requests based on three primary criteria:
- Presence of a Diagnosed Disability: Documentation must show a specific diagnosis and describe how it was determined.
- Substantial Limitation: The report must describe how the disability limits performance in academic or exam settings, particularly under timed conditions.
- Rationale for GRE testing Accommodations: Recommendations must be supported by data that directly connect the disability to specific test-taking challenges.
ETS gives the most weight to evaluations that are:
- Conducted by licensed professionals with appropriate credentials (which we have)
- Recent (typically within 3 years for psychological conditions)
- Comprehensive, with both subjective and objective data, as well as validity scales that prove you answered truthfully
- Functionally specific, showing how the disability affects GRE performance
Why Psychological Testing Is So Important
Psychological evaluations transform subjective reports of difficulty into objective, measurable evidence of impairment. While a person may know that they experience cognitive overload, anxiety, or attentional deficits during exams, these measures pinpoint the nature and severity of these challenges. They also rule out malingering or lack of effort, which strengthens the validity of the findings.
In this context, the stakes are high, and ETS is cautious about granting GRE testing accommodations. Without detailed, data-backed documentation, even a legitimate need can be dismissed. A thorough psychological evaluation helps:
- Establish credibility through valid and reliable scores
- Demonstrate how the condition impairs GRE performance explicitly
- Translate real-world challenges into standardized scientific data that ETS can evaluate
Ultimately, our services enable qualified individuals to access the supports they need, not to gain an advantage, but to show what they are capable of when their disability is appropriately accounted for.
Commonly Used Psychological Tests for GRE Accommodations
A comprehensive psychological evaluation typically includes:
- Clinical Interview: To gather background history, symptom presentation, academic/work performance, and exam-related difficulties.
- Self-Report Measures: To assess symptoms of anxiety, ADHD, or other conditions from the individual’s perspective.
- Performance-Based Measures: To assess attention, memory, processing speed, executive functioning, and academic skills.
- Validity and Symptom Consistency Measures: To confirm test-taking effort and the reliability of the reported symptoms.
The choice of tests depends on the nature of the suspected disability. ETS expects current documentation (generally within the past 3-5 years for adults) and instruments that are reliable, valid, and widely accepted in clinical practice.
GRE Accommodations for ADHD
To substantiate the diagnosis and request GRE accommodations for ADHD, such as extended time or breaks, we use a combination of the following:
- Behavioral Rating Scales:
- BAARS-IV (Barkley Adult ADHD Rating Scale)
- Conners Adult ADHD Rating Scales (CAARS)
- CEFI (Comprehensive Executive Function Inventory)
- BRIEF-A (Behavior Rating Inventory of Executive Function – Adult)
- Performance-Based Executive Function Tests:
- Trail Making (Parts A and B) – visual attention and task switching
- Stroop – response inhibition
- CPT (e.g., Conners Continuous Performance) – sustained attention
- WCST (Wisconsin Card Sorting) – cognitive flexibility
- Clinical Interview and History: Should confirm symptom onset before age 12 and functional impairment across multiple settings, including school and assessment environments.
- Validity Testing:
- Dot Counting Test (DCT) or Word Memory Test (WMT) to ensure credible effort.
GRE Accommodations for Anxiety and Psychological Conditions
When anxiety significantly interferes with test-taking, causing cognitive blocks, somatic symptoms, or emotional dysregulation, we assess for clinically significant anxiety disorders. Useful tools for GRE accommodations for anxiety include:
- Symptom Inventories:
- Beck Anxiety Inventory (BAI)
- MASC 2 (Multidimensional Anxiety Scale for Children/Adolescents) for younger adults
- STAI (State-Trait Anxiety Inventory)
- Broad Personality and Psychopathology Instruments:
- Narrative and Observational Data:
- Sentence completion tasks, structured interviews, and behavioral observations during test simulations.
In cases where anxiety results in symptoms like racing thoughts, emotional flooding, or freezing under pressure, GRE extended time, stop-the-clock breaks, or small group environments can be recommended.
Evaluations for Learning Disabilities
If an examinee suspects a learning disability such as dyslexia or dysgraphia, a comprehensive neuropsychological or psychoeducational assessment is required to document discrepancies in cognitive ability and academic achievement:
- Cognitive:
- RAIT (Reynolds Adaptable Intelligence Test)
- WAIS-IV (Wechsler Adult Intelligence Scale – Fourth Edition)
- Academic Achievement:
- WIAT-4 (Wechsler Individual Achievement Test)
- KTEA-3 (Kaufman Test of Educational Achievement)
- Woodcock-Johnson IV Tests of Achievement
- Specific Skill Measures:
- DASH (Detailed Assessment of Speed of Handwriting)
- Nelson-Denny Reading Test – reading fluency and comprehension under time pressure
Evidence of a pattern, such as average or above-average cognitive ability with a significantly lower score in written expression or reading fluency under time constraints, is essential for justifying accommodations like extra time, keyboard use, or alternative formats.
Case Example: GRE Accommodations for Anxiety
Nina is a 27-year-old graduate school applicant who has struggled with severe exam anxiety since high school. Despite being a strong student with excellent grades and a history of academic achievement, Nina consistently underperforms on timed, high-stakes standardized exams. She describes experiencing physiological symptoms such as chest tightness, racing heart, and shallow breathing, as well as cognitive symptoms like intrusive thoughts, difficulty focusing, and mental “freezing” during exams. These symptoms do not occur in low-pressure academic situations and are tied explicitly to the environment.
GRE Accommodations for Anxiety Testing Process:
Nina participated in a multi-method psychological assessment, including a clinical interview, self-report inventories, and objective personality assessments. The purpose was to evaluate the presence, severity, and functional impact of anxiety symptoms in a pressured exam context.
Clinical Interview and History
Nina provided a clear and credible history of anxiety that intensifies dramatically during exams. She reported a long-standing pattern of disproportionate stress responses during standardized tests, with escalating anxiety leading to cognitive shutdown and inability to retrieve learned information. She has tried self-help strategies, therapeutic tutoring, and individual therapy in the past, but continues to experience severe symptoms under timed conditions.
Self-Report and Symptom Inventories
Beck Anxiety Inventory (BAI):
- Total Score: 34 → Severe anxiety range
- High endorsement of somatic symptoms (e.g., feeling hot, dizzy, numbness, inability to relax)
State-Trait Anxiety Inventory (STAI):
- State Anxiety: 63 (Elevated)
- Trait Anxiety: 58 (Moderately Elevated)
Interpretation: Nina has both a general predisposition toward anxiety and significant situational spikes in response to perceived performance pressure.
Exam Anxiety Inventory:
- Elevated cognitive interference and physical symptoms during tests
Broad Personality and Psychopathology Assessment
We provide three standardized tests: The Beck Anxiety Inventory, the Personality Assessment Inventory, and the Behavioral Rating Inventory of Executive Function. We also talk to her and her therapist.
Personality Assessment Inventory (PAI):
- Anxiety (ANX): T = 83 → Markedly Elevated
- Anxiety-Related Disorders (ARD): T = 78 → Significant
- Physiological (ANS) Subscale: T = 85 → Very Marked Symptoms
SPECTRA:
- Anxiety: T = 95
- Social Anxiety: T = 88
- Internalizing Spectrum: T = 82
Interpretation: Nina shows a clear and clinically significant anxiety profile with substantial physiological and cognitive features, which are particularly triggered in evaluative settings.
Behavioral Observations during Testing Simulation
During structured tasks simulating GRE-like demands (timed reading and reasoning tasks), Nina showed visible signs of anxiety. She became increasingly fidgety, asked for reassurance, and required redirection multiple times. Her performance dropped over time despite sustained effort, consistent with anxiety-related performance decline.
Diagnostic Impressions:
- Generalized Anxiety Disorder (with primary functional impairment during exams)
- Other Specified Anxiety Disorder, Exam-Related Subtype (if GAD criteria are not fully met)
These diagnoses are supported by multiple sources of converging evidence, including clinical history, self-report scales, and personality assessments.
Recommendations for GRE Accommodations for Anxiety:
Given the clear evidence of severe anxiety symptoms that impair Nina’s test performance, the following accommodations are recommended:
- 50% GRE Extended Time (time and a half), allowing Nina to pace herself, reduce anxiety spikes, and manage cognitive interference
- Stop-the-Clock Breaks as needed, to allow recovery from physical or cognitive overwhelm without penalty
- Reduced-Distraction Testing Environment, minimizing environmental stressors that can exacerbate anxiety
- Permission to Use Calming Strategies (e.g., breathing exercises, silent self-talk) during breaks
These accommodations directly target the functional limitations caused by anxiety and are essential to ensure that Nina’s performance reflects her true abilities.
Summary:
Nina is a high-functioning individual whose severe anxiety during standardized testing significantly limits her performance. This is not due to a lack of preparation or cognitive deficits, but rather to an anxiety disorder that interferes with her ability to access knowledge and focus under pressure.
The evaluation confirms the presence of clinically significant anxiety that is time-bound and situationally specific to the GRE format. It also shows that her difficulties are genuine, measurable, and not exaggerated. Without accommodations, Nina is unable to demonstrate her true capabilities. With the recommended support, she will be able to compete on equal footing with her peers.
Case Example: Extra Time on the GRE and More
Alex is a college senior with diagnosed ADHD and high-functioning autism. She struggles with focusing for extended periods, processing information quickly, and managing sensory sensitivities in testing environments.
Interview for GRE Extended Time
– Review of developmental, academic, and medical history. Behavior Rating Scales
– Self-reports and/or reports from parents/teachers using standardized scales like:
- Conners’ Adult ADHD Rating Scale (CAARS)
- Barkley Adult ADHD Rating Scale (BAARS-4)
Testing for Extra Time on the GRE
Here are the forms of testing we provide in this case for GRE extended time:
Cognitive Testing
- Wechsler Adult Intelligence Scale (WAIS-IV or V): Measures working memory, processing speed, and cognitive flexibility.
- Continuous Performance Tests (CPTs) (e.g., TOVA or Conners CPT): Measures sustained attention and impulsivity.
Autism Testing for GRE Extended Time
- Autism Spectrum Rating Scales (ASRS): Measures symptoms and behaviors across various domains.
- Social Responsiveness Scale (SRS-2): Evaluates social communication challenges.
Academic Testing
- Wechsler Individual Achievement Test (WIAT-4) or Woodcock-Johnson Tests of Achievement (WJ-IV): Evaluates reading, writing, and math skills.
Processing Speed and Executive Functioning Tests
- Trail Making (TMT) Wisconsin Card Sorting (WCST)
Outcome: Extra Time on the GRE and More
Psychoeducational evaluation report with the following requested exam accommodations:
- GRE Extended Time: 50% extra time to allow for processing delays.
- Separate Room: To minimize distractions from other test-takers.
- Extra Breaks: To help with sensory regulation and avoid burnout.
- Permission to Use Noise-Canceling Headphones: To block out distracting noises.
ETS decision: After submitting our report and other information about her previous accommodations history, Alex was approved for extra time on the GRE, a separate room, headphones, and additional breaks. We refer Alex to a clinical psychologist specializing in therapy for ADHD to help her work on strategies for taking a screen-based exam.
Case Example: GRE Accommodations for ADHD
Jordan is a 25-year-old graduate school applicant who has long struggled with ADHD. Although highly articulate and academically motivated, Jordan reports that standardized tests, especially timed ones, have always posed significant challenges. He often finishes reading passages more slowly than his peers due to distraction and lack of focus, has to reread questions multiple times, and experiences fatigue and eye strain during long exams. These difficulties have existed since elementary school, despite strong cognitive abilities and intensive academic effort.
GRE Accommodations for ADHD Testing Process:
To support his request for GRE accommodations for ADHD, Jordan underwent a comprehensive psychoeducational evaluation, including:
Cognitive Testing
Reynolds Adaptable Intelligence Test (RAIT):
- Composite IQ: 116 (High Average)
- Verbal Reasoning: 120 (Superior)
- Nonverbal Reasoning: 114 (High Average)
- Memory/Processing Composite: 105 (Average)
Interpretation: Jordan demonstrates strong overall intellectual ability, with particular strengths in verbal reasoning. His processing speed and working memory are within normal limits but are not as strong as his reasoning skills.
Academic Achievement Testing
Wechsler Individual Achievement Test – Fourth Edition (WIAT-4):
- Word Reading: 85 (Low Average)
- Pseudoword Decoding: 82 (Low Average)
- Reading Fluency: 78 (Below Average)
- Reading Comprehension: 95 (Average)
- Spelling: 80 (Low Average)
- Written Expression: 86 (Low Average)
Interpretation: There is a significant discrepancy between Jordan’s high cognitive abilities and his basic reading and written language skills. His decoding, spelling, and reading fluency are consistently low, suggesting persistent effects of ADHD on reading. His comprehension improves considerably when time constraints are removed.
ADHD Testing:
- Conners’ Adult ADHD Rating Scale (CAARS), self-report and observer (in this case a parent)
- Barkley Adult ADHD Rating Scale (BAARS-4), including childhood scales
- Trail Making Test (TMT), Wisconsin Card Sorting Test (WCST)
- Continuous Performance Tests (CPTs) (e.g., TOVA or Conners CPT): To assess sustained attention and focus.
Clinical Interview and History
Jordan reports receiving ADHD support in school from an early age. He was given accommodations throughout high school and college (extra time, use of a computer for written work), but never formally documented this for standardized testing.
Diagnostic Impressions:
- Attention Deficit Hyperactivity Disorder, Mixed
- Specific Learning Disorder with Impairment in Reading (Dyslexia), Moderate
- Specific Learning Disorder with Impairment in Written Expression, Mild
Recommendations for GRE Accommodations for ADHD:
Based on the results of this comprehensive assessment, diagnosis of ADHD, and significant impairment due to the diagnosis, the following accommodations are recommended:
- 50% Extended Time on the GRE (time and a half), to account for slow decoding and reading fluency
- Use of a Computer for written portions (for spelling and written output)
- Access to a Quiet Room or Reduced-Distraction Environment to support sustained attention during lengthy tasks
- Stop-the-Clock Breaks if Jordan experiences fatigue or cognitive overload during reading-heavy sections
These accommodations are necessary to ensure that the GRE measures Jordan’s knowledge and reasoning skills rather than his disability in reading fluency and written expression.
Summary:
Jordan is a bright and motivated examinee with a well-documented history of ADHD. His current testing confirms persistent deficits despite a high level of cognitive functioning. These weaknesses significantly interfere with his ability to perform on timed standardized tests, especially those involving reading passages and constructed responses.
By allowing extended time on the GRE, computer use, and a low-distraction setting, Jordan will have the opportunity to demonstrate his true capabilities without being hindered by his ADHD. This evaluation provides strong evidence, both historical and current, for the presence of ADHD and its functional impact in a standardized testing context.
The Role of Our Services
Psychological assessment services play a critical role in obtaining GRE testing accommodations for individuals with cognitive, attentional, emotional, or learning-based disabilities. The Educational Testing Service (ETS), which administers the exam, requires thorough, professionally conducted evaluations to document the presence and impact of a disability. These evaluations must include standardized, norm-referenced test results, clinical interpretation, diagnostic conclusions, and clear links between the individual’s symptoms and the functional limitations they experience during standardized assessments.
The goal of accommodations is not to confer an advantage, but to level the playing field so that an individual’s performance reflects their true knowledge and ability, not the limitations imposed by a disability.
Please feel free to contact us or schedule a consultation to learn more about whether you might qualify for GRE testing accommodations and how the process might go.
