As an educational accommodation, extended time on standardized tests has long been regarded as the gold standard in many elementary, middle, high school, and even college settings. However, research suggests that extended time may have little effect on students' overall performance on standardized tests. Although many researchers have reported that students can self-monitor attention or productivity, no studies to date have examined the actual effect of timing control on students' academic fluency. Research suggests that students with ADHD have executive functioning difficulties and deficits in their abilities to conceptualize time. The conceptualization of time deficits was coined by Barkley (2008) as "time blindness." This dissertation project was designed to address a gap in post-secondary education research concerning the effect of timing control on academic fluency among college-aged students with attention deficit-hyperactivity disorder (ADHD). The focus of this study was the effect of control over a timing mechanism on academic fluency of college students with and without a verified diagnosis of ADHD. Data were gathered from 35 college students with ADHD and a control group of 36 college students without ADHD. All participants were between the ages of 18 and 25. Data were analyzed to determine if there would be a significant effect size when either group had control of the timing mechanism (starting timer) during academic fluency tasks. It was expected that (a) having control of the timer (starting the timer) would have a moderately positive impact on academic fluency in the ADHD group, and (b) there would be no significant effect size or impact on the control group when they had control of the timing mechanism. Data gathered from the Reading Fluency, Math Fluency, and Writing Fluency clusters of the WJ-III Tests of Achievement-Normative Update (WJ-III-ACH-NU) were utilized to determine academic fluency scores. Both groups' academic fluency (e.g., Reading, Writing, and Math) skills were assessed using the alternate form (A or B) to provide standardized pre- and post-test with counter balanced results. Data were analyzed utilizing a mixed-factor ANOVA to assess for the within- and between-group effects of timer control. Results of the mixed-factor analyses confirmed significant effect sizes between time control and academic fluency in the ADHD group, and no significant effects for the control group. Findings from this study indicate another type of accommodation that may be offered to students with ADHD. Limitations of the study, implications for various fields within the testing arena, and proposed directions for future research are discussed. [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.]