This research synthesizes studies that used a Digitalized Interactive Component (DIC) to assess K-12 student mathematics performance during Computer-based-Assessments (CBAs) in mathematics. A systematic search identified ten studies that categorized existing DICs according to the tools that provided language assistance to students and tools that supported students problem solving. We report on the one study that involved students with learning disabilities and three studies involved English Language Learners. One study focused on assessing geometry content and four studies targeted on number and operations understanding. For other studies included a mixture of mathematics domains. Mixed results were reported as to the effectiveness of the availability of DICs. The research suggests that older children were more likely to benefit from availability of the DIC than younger children, and that DICs have greater impact on students with special needs. [For the complete proceedings, see ED630210.]