Standardized admissions tests provide accommodations for individuals with disabilities, ensuring they can take the test on an equal footing with others. Provided under the guidelines of the Americans with Disabilities Act (ADA), LSAT accommodations are designed to assist test-takers with physical, cognitive, or psychological disabilities. Our services can help you apply for these interventions since you need to prove that you have the disability and that it will prevent you from showing what you are capable of on these exams. Since the process varies slightly for each, we cover GMAT, MCAT, GRE and LSAT testing accommodations separately. The most common request is an extended time on the LSAT, but additional possibilities exist.
Questions about LSAT accommodations?
If you have any questions about obtaining LSAT testing accommodations or how our services can assist you, please don’t hesitate to contact us or schedule a consultation anytime.
LSAT Accommodations Overview
The following is an overview of LSAT testing accommodations, followed by sections on how our services can help.
Standard LSAT accommodations
- Extended time: Extra time for test sections, usually 50% or 100% more (we provide an example below of how we help someone get extended time on the GRE).
- Additional breaks: Extended or extra breaks between sections of the exam.
- Assistive technology: Use of screen readers, magnification software, or other assistive devices.
- Alternative formats: The test may be offered in large print, Braille, or other accessible formats.
- Separate testing room: To minimize distractions for those who need a quiet environment.
- Scribe or reader: Assistance from a person to read questions or record answers.
- Permission to bring medication or medical devices: For test-takers who need to manage medical conditions during the test.
Types of Disabilities Covered:
LSAT accommodations can be requested for a wide range of conditions, including:
- Learning disabilities (e.g., dyslexia, ADHD): These are the primary reasons why people come to us for testing to show that the diagnosis is present and how it manifests would affect their ability to achieve their potential on the exams. We provide specific learning disorder assessments that can be quite valuable in this area.
- Physical disabilities (e.g., mobility impairments, chronic pain): We are less likely to be involved in the initial stages of these assessments, but we may be asked to demonstrate the psychological impact on exam-taking.
- Sensory disabilities (e.g., blindness, hearing impairments): Again, we would not be the correct choice to establish the existence of these disabilities, but in some cases, we might help demonstrate their effects.
- Developmental challenges (e.g. Autism): Our psychological testing for autism in adults often points to these accommodations.
- Psychological disabilities (e.g., anxiety, depression): These are also primary reasons why people seek our services for LSAT accommodations, both to establish that the client has a disability and to show how it affects them in an exam environment.
- Medical conditions (e.g., diabetes, epilepsy): Again, we would be involved in these evaluations if there is a psychological effect on test-taking.
The presence of a disability is not the only requirement, however. For LSAT accommodations, you need to prove that the disability significantly interferes with your ability to perform on the exam. Psychological testing that we offer is used to show that a person has a disability and that it interferes with their ability to perform at their potential. This can be vital to the LSAT testing accommodations application process.
Tips for LSAT Accommodations 
- Submit early: Apply for accommodations as early as possible.
- Communicate clearly: Ensure your documentation explains how your disability affects your ability to take the exam and why the requested accommodations are necessary. We do provide this information in our psychological reports.
- Testing center arrangements: Once your accommodations are approved, you’ll need to schedule your exam at a test center that can provide the required accommodations. For example, if you are applying for extended time on the GRE, you need a center with rooms for extra time.
If your accommodations are denied or are not what you requested, ETS allows you to appeal the decision by providing additional documentation or clarification. If this has happened to you and you did not previously have testing, it may be a good time to call us or another provider.
LSAT Testing Accommodations Process
Law School Admissions Test accommodations require the following process:
How to Apply for LSAT Accommodations:
- Register for the LSAT: Sign up through your Law School Admission Council (LSAC) account.
- Submit a request for LSAT accommodations: This is typically done through your LSAC account.
- Provide documentation: You’ll need to submit supporting documentation of your disability from a qualified professional, such as our psychological testing report, which we format as a letter for this purpose. This might also include medical records, letters from your providers, or educational assessments you’ve previously had.
- Review and approval process: LSAC will review your request, which can take several weeks. If approved, you’ll receive information about your LSAT accommodations.
LSAT Accommodations Deadlines
Submit your request for LSAT accommodation well before test date to allow time for review and any possible appeals. The official deadline is available in the material you receive, but ideally you will submit your request at least a month before that.
The Importance of Psychological Testing for LSAT Accommodations
High-stakes exams like the LSAT can be particularly challenging for individuals with ADHD or anxiety, as these conditions directly impair attention, executive functioning, processing speed, emotional regulation, and test-taking stamina. However, because accommodations must be based on objective evidence of functional limitations, self-report alone is not enough. Comprehensive psychological testing provides the empirical support necessary to demonstrate the nature and severity of these difficulties, as well as how they impact standardized test performance.
Proper documentation helps ensure that individuals with disabilities are granted equal access to the exam, without the symptoms of their disorder creating a barrier to demonstrating their true potential.
Types of Tests Commonly Used for LSAT Accommodations Evaluations
Tests for LSAT Accommodations for ADHD
These assessments evaluate symptoms of inattention, impulsivity, hyperactivity, and executive dysfunction:
- Behavioral Rating Scales:
- Barkley Adult ADHD Rating Scale-IV (BAARS-IV)
- Conners Adult ADHD Rating Scale (CAARS)
- ADHDT-2
- Executive Functioning Inventories:
- Behavior Rating Inventory of Executive Function–Adult (BRIEF-A)
- Comprehensive Executive Function Inventory (CEFI)
- Delis Rating of Executive Function (D-REF)
- Performance-Based Tests:
- Trail Making Test (Parts A & B) – attention, speed, flexibility
- Stroop Color-Word Test – interference control
- Continuous Performance Test (CPT) – sustained attention
- Performance Validity Measures:
- Dot Counting Test (DCT)
- Word Choice Test (WCT)
Tests for LSAT Accommodations for Anxiety
These tools evaluate emotional and physiological symptoms of anxiety and their impact on functioning:
- Self-Report Inventories:
- Beck Anxiety Inventory (BAI)
- Multidimensional Anxiety Scale for Adults (MASA)
- Social Phobia and Anxiety Inventory (SPAI)
- Broad Clinical Inventories:
- Personality Assessment Inventory (PAI) – includes anxiety, stress, and somatic complaints
- SPECTRA Indices of Psychopathology – anxiety and internalizing indices
- Test-Taking Behavior and Executive Functioning under Stress:
- Executive Skills Questionnaire (ESQ) – general vs. test-specific functioning
- Structured Trauma Response Screener (STRESS) – if relevant trauma history
Tests for LSAT Accommodations for Learning Disabilities
These assessments identify difficulties in reading, writing, and processing speed that may not be apparent in untimed academic work but impair test-taking:
- Academic Achievement Tests (standardized and norm-referenced):
- Wechsler Individual Achievement Test–Fourth Edition (WIAT-IV)
- Reading Comprehension
- Reading Fluency
- Written Expression
- Writing Fluency
- Nelson-Denny Reading Test:
- Assesses reading rate and comprehension in both timed and untimed formats
- Wechsler Individual Achievement Test–Fourth Edition (WIAT-IV)
- Cognitive Processing Tests:
- Woodcock-Johnson IV Tests of Cognitive Abilities (WJ-IV COG)
- Processing Speed
- Cognitive Efficiency
- Working Memory
- WISC-V or WAIS-IV (if cognitive baseline is needed)
- Woodcock-Johnson IV Tests of Cognitive Abilities (WJ-IV COG)
These measures help identify whether test-taking difficulties are due to a Specific Learning Disorder (SLD), such as:
- SLD with impairment in reading (dyslexia, reading fluency)
- SLD with impairment in written expression (spelling, writing speed)
- SLD with impairment in processing speed
How Results Can Support LSAT Testing Accommodations
Psychological testing can:
- Substantiate a formal diagnosis (e.g., ADHD Combined Type or Generalized Anxiety Disorder).
- Document severity of symptoms using norm-referenced data and clinical cutoffs.
- Show functional impairment in test-taking situations, especially under timed conditions.
- Differentiate genuine need from test prep difficulties or transient stress.
- Support specific requests, such as:
- Extended time
- Extra breaks
- Permission to speak out loud while working
- Small group or individual testing
- Use of a computer or assistive technology
Testing results are typically compiled into a formal psychoeducational or psychological evaluation report, which includes clinical impressions, diagnostic conclusions, and recommendations tied directly to the documented impairments. These reports help decision-makers at LSAC understand the nature of the disability and the necessity of the requested accommodations.
Conclusion
For individuals with ADHD or anxiety, psychological testing is a critical step in securing LSAT accommodations. It transforms subjective struggles into documented evidence that can support the legal and ethical requirement for equal access. With the right assessments and a well-structured report, applicants can receive the supports they need to demonstrate their true capabilities under fair testing conditions.
Case Example: LSAT Accommodations for ADHD
Client: Rachel M., 24-year-old law school applicant
Referral Question: To determine whether Rachel meets criteria for ADHD and whether accommodations are warranted for the LSAT
Rachel is a bright and motivated college graduate with a strong academic record in writing-intensive subjects. However, she has long struggled with inattention, time management, and maintaining focus during prolonged tasks. While she has developed workarounds in school—such as requesting extensions and breaking study tasks into short intervals—she reports that timed exams have always posed a unique challenge. During such tests, she experiences mental fatigue, loses track of questions, and often runs out of time before completing all sections.
Rachel was referred for evaluation after her LSAT prep tutor observed patterns of disorganization and impulsive responding under time pressure. She has never been formally diagnosed with ADHD, though prior teachers and family members have expressed concerns since childhood.
Assessment Battery
- ADHD Rating Scales:
- Barkley Adult ADHD Rating Scale-IV (BAARS-IV)
- ADHDT-2
- Executive Functioning Measures:
- Behavior Rating Inventory of Executive Function–Adult (BRIEF-A)
- Comprehensive Executive Function Inventory (CEFI)
- Performance-Based Measures:
- Trail Making Test (Parts A and B)
- Stroop Color-Word Test
- Symptom Validity Measure:
- Dot Counting Test (DCT)
- Self-Report and Clinical Interview
Findings
- ADHD Symptom Scales:
Both the BAARS-IV and ADHDT-2 indicated symptom levels consistent with individuals diagnosed with ADHD (Combined Type), including elevated scores in inattentive and impulsive domains. Items related to sustaining attention, distractibility, difficulty finishing tasks, and frequent shifting between activities were rated as “often” or “very often.” - Executive Functioning:
Rachel’s BRIEF-A and CEFI scores fell in the clinically significant range on measures of working memory, task initiation, organization, emotional regulation, and time management. She endorsed particular difficulty sustaining attention under time pressure and managing frustration when tasks feel overwhelming. - Cognitive Flexibility and Speed:
On the Trail Making Test Part B and Stroop, Rachel showed diminished performance compared to age-matched norms, with a pattern consistent with distractibility and cognitive inefficiency. - Validity Measures:
Rachel’s Dot Counting Test results were within normal limits, indicating credible performance and no evidence of exaggeration. - Clinical Interview:
Rachel described a lifelong pattern of attentional challenges, supported by corroborative history from school records and parent report. She reported employing numerous compensatory strategies, but stated that the LSAT’s rigid timing undermines her ability to pace herself and maintain focus.
Diagnostic Conclusion
Rachel meets DSM-5 criteria for Attention-Deficit/Hyperactivity Disorder, Combined Presentation, with symptoms persisting since childhood and currently causing impairment in academic and test-taking domains. Her condition is chronic and well-documented through both self-report and objective assessment.
Recommendations for LSAT Accommodations for ADHD
Given the clear evidence of attentional and executive functioning impairments that interfere with standardized test performance, the following accommodations are recommended for the LSAT:
- Time-and-a-half (50% extended time) on all sections
- Additional breaks between sections, including as-needed breaks to support self-regulation
- Distraction-reduced setting to minimize environmental overstimulation
- Permission to speak softly or subvocalize during problem-solving (to externalize working memory)
These supports are necessary to ensure that Rachel’s test performance reflects her actual abilities rather than her disability.
Conclusion
Rachel is a bright and capable individual whose long-standing ADHD symptoms have been well-managed in academic settings through informal supports. However, the rigid, high-stakes, and time-pressured nature of the LSAT poses a significant barrier to her success without formal accommodations. The results of this comprehensive evaluation support both the diagnosis and the need for accommodations to ensure equitable access to the exam.
Case Example: LSAT Accommodations Accommodations for Anxiety
Client: Marcus S., 26-year-old LSAT candidate
Referral Question: To evaluate the presence and severity of anxiety-related symptoms and determine whether accommodations are warranted for the LSAT
Marcus is a recent graduate with a strong academic background in philosophy and political science. He reports a long-standing history of anxiety, which becomes particularly pronounced in high-stakes testing environments. During exams, Marcus experiences intense physical symptoms—racing heart, nausea, and shortness of breath—as well as cognitive disruptions including racing thoughts, inability to concentrate, and temporary memory loss. Despite extensive preparation, his practice LSAT scores have been inconsistent and far below his actual academic performance.
Marcus has been in therapy intermittently since college for generalized anxiety and panic attacks. He takes an as-needed beta-blocker prescribed by his physician to manage acute symptoms, but he remains significantly impaired in timed evaluative settings.
LSAT Accommodations for Anxiety Assessment Battery
- Self-Report Anxiety Inventories:
- Beck Anxiety Inventory (BAI)
- Multidimensional Anxiety Scale for Adults (MASA)
- Broad-spectrum and personality inventories:
- Personality Assessment Inventory (PAI)
- SPECTRA: Indices of Psychopathology
- Executive Functioning Screener:
- Executive Skills Questionnaire (ESQ) – completed for general functioning and during test-taking conditions
- Trauma/Stress Assessment (as relevant):
- STRESS (Structured Trauma-Related Symptoms Screener)
- Clinical Interview
- Behavioral Observations During Testing
Evaluation Findings
- Anxiety Inventories:
Marcus scored in the Severely Elevated range on the BAI, with prominent somatic and cognitive symptoms. On the MASA, his Generalized Anxiety, Performance Anxiety, and Panic subscales were significantly elevated, suggesting that high-pressure tasks such as the LSAT consistently trigger physiological and emotional dysregulation. - Broad-spectrum Assessment:
On the PAI, Marcus’s Anxiety, Social Anxiety, and Physiological Anxiety subscales were markedly elevated, consistent with generalized anxiety and test-specific panic responses. The SPECTRA confirmed high levels of internalizing symptoms, particularly related to worry, somatic distress, and attentional interference during evaluative tasks. - Executive Functioning (ESQ):
Marcus completed the ESQ twice—once reflecting on general functioning and again specifically regarding exam situations. His scores showed a substantial drop in task focus, emotional regulation, time management, and impulse control under test conditions, with several subdomains moving from normative to clinically concerning levels. He described cognitive “shutting down” during timed exams, which significantly impairs his performance. - STRESS Screener:
Though Marcus did not meet full criteria for PTSD, he endorsed a trauma-like stress response to previous test failures, with hyperarousal and intrusive re-experiencing of distressing test-related memories. - Behavioral Observations:
During the evaluation, Marcus was cooperative and articulate but became visibly tense when discussing testing experiences. He reported nausea and difficulty breathing during timed tasks and demonstrated signs of panic (e.g., rapid speech, fidgeting) when asked to simulate timed questions.
Diagnostic Conclusion
Marcus meets DSM-5 criteria for Generalized Anxiety Disorder and Performance-Related Panic Disorder, both of which substantially impair his ability to demonstrate his academic capabilities in timed, high-stakes testing situations. His anxiety is not situational or mild, but chronic and functionally disabling in the context of standardized testing.
Recommendations for LSAT Accommodations for Anxiety
Given the severity and functional impact of Marcus’s anxiety, the following LSAT accommodations for anxiety are recommended to provide equitable access:
- Time-and-a-half (50% extended time) to reduce the pressure that triggers panic symptoms and to allow for recovery during episodes of cognitive shutdown.
- Stop-the-clock breaks as needed, to manage acute physiological symptoms and allow grounding during anxiety spikes.
- Testing in a private or reduced-distraction room, to limit environmental triggers and enable him to engage in calming strategies (e.g., breathing techniques).
- Permission to use coping strategies (e.g., mindfulness script, fidget object, water) to support emotional regulation during testing.
These LSAT accommodations for anxiety are necessary not to enhance performance but to create conditions in which Marcus can engage with the test on a level playing field, without anxiety interfering with his cognitive functioning.
Conclusion
Marcus is a highly capable individual whose history of anxiety significantly undermines his ability to perform in standardized, time-restricted testing situations. This evaluation provides both a clinical diagnosis and objective evidence of impairment. The recommended accommodations are consistent with LSAC guidelines and are essential to ensure Marcus has fair access to the LSAT in light of his documented disability.
Summary and Our Work
Psychological testing plays a central role in documenting ADHD, anxiety, and learning disabilities for LSAT accommodations. Through a combination of self-report, standardized testing, behavioral observations, and functional impact analysis, clinicians can provide LSAC with the clear, data-driven justification needed to ensure fair access for individuals whose symptoms would otherwise disadvantage them in high-stakes settings.
We offer various accommodations for graduate admissions exams. We hope this post provided the information you need and that the example of getting extended time on the LSAT helped you see what the process might be like. Our testing can also lead to graduate school college accommodations once you get in.
If you have any questions about getting LSAT accommodations or want to know whether a comprehensive psychiatric evaluation might help, please contact us or schedule a consultation anytime.
