This study examined whether distractor choices functioned differently for students without learning disabilities than they functioned for students with learning disabilities who received no accommodation, students with learning disabilities who received a read-aloud accommodation, and students with learning disabilities who received some form of accommodation other than read-aloud. The study's purpose was twofold: (a) to examine the results of the DDF analysis to determine whether the distractors functioned differently for the various groups of students and (b) to aid in determining whether the test may be modified for those students with learning disabilities by removing a distractor while maintaining adequate test validity and information.