The Effects of Methylphenidate in the Classroom: What Dosage, for Which Children, for What Problems?

In this study we conducted single-case analyses of the dosage and time-course effects of methylphenidate (MPH; Ritalin) on disruptive classroom behavior, math and reading performance, and social engagement. Clear individual differences were demonstrated (a) across children; (b) across academic, beha...

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Bibliographic Details
Published in:School psychology quarterly 2001, Vol.16 (3), p.303-323
Main Authors: Northup, John, Veronica Gulley, Edwards, Stephanie, Fountain, Laura
Format: Article
Language:English
Subjects:
Academic Achievement
Attention Deficit Disorder with Hyperactivity
Attention Deficit Disorders
Behavior Modification
Behavior Patterns
Behavior Problems
Children
Classroom Behavior
Classroom Environment
Cognitive Ability
Curriculum Based Assessment
Drug Dosages
Drug Therapy
Female
Human
Individual Differences
Interpersonal Competence
Male
Medication
Methylphenidate
Ritalin
Side Effects
Side Effects (Drug)
Social Interaction
Social Life
Student Behavior
Student Problems
Students
Treatment Effectiveness Evaluation
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Summary:In this study we conducted single-case analyses of the dosage and time-course effects of methylphenidate (MPH; Ritalin) on disruptive classroom behavior, math and reading performance, and social engagement. Clear individual differences were demonstrated (a) across children; (b) across academic, behavioral, and social domains of functioning; (c) for dose-response effects; and (d) in the onset and duration of effects. These results are in contrast to the majority of group studies that suggest a generally positive and linear dose-response effect for MPH across both children and domains of functioning. No particular dose-response relationship between disruptive behavior and academic performance was indicated. However, an increasing dosage of MPH was associated with increasing social withdrawal for 2 of the 3 participants. Implications for school-based medication evaluations and for designing optimal comprehensive interventions for children who receive MPH are discussed.
ISSN:1045-3830
2578-4218
1939-1560
2578-4226
DOI:10.1521/scpq.16.3.303.19890