Dyscalculia is a Specific Learning Disorder that affects ones' ability to comprehend, retain, and recall mathematical principles and basic facts. Approximately five million students in the United States have dyscalculia; these students are eligible to receive interventions and accommodations in math class. This study examined the efficacy of extra blank space as a test accommodation to see if there is an association between blank space and test performance for dyscalculic students. A single-case design was used to explore this question. The participant was a fifth-grade student diagnosed with dyscalculia. The baseline data was gathered from regular classroom math tests, while the intervention data came from a second period of math tests which had been modified with a 50% increase in blank space. The range of the data, mean of each phase, and percentage of nonoverlapping data were used for analysis. A comparison of the two phases showed no significant difference in academic performance from the increased blank space. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]