Single and combined effects of methylphenidate and behavior therapy on the classroom performance of children with attention-deficit hyperactivity disorder

Twenty-four boys with attention deficit-hyperactivity disorder (ADHD) participating in an intensive summer treatment program each received b.i.d. placebo and two doses of methylphenidate (MPH, 0.3 mg/kg and 0.6 mg/kg) crossed with two classroom settings: a behavior modification classroom including a...

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Bibliographic Details
Published in:Journal of abnormal child psychology 1992-04, Vol.20 (2), p.213-232
Main Authors: CARLSON, C. L, PELHAM, W. E, MILICH, R, DIXON, J
Format: Article
Language:English
Subjects:
Achievement
Associated treatments
Attention - drug effects
Attention Deficit Disorder with Hyperactivity - psychology
Attention Deficit Disorder with Hyperactivity - rehabilitation
Attention Deficit Disorders
Attention deficit hyperactivity disorder
Behavior
Behavior Therapy
Biological and medical sciences
Child
Children & youth
Combined Modality Therapy
Humans
Hyperactivity
Impulsive Behavior - psychology
Impulsive Behavior - rehabilitation
Male
Medical sciences
Methylphenidate - therapeutic use
Motor Activity - drug effects
Personality Assessment
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Self Concept
Student Behavior
Treatments
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Summary:Twenty-four boys with attention deficit-hyperactivity disorder (ADHD) participating in an intensive summer treatment program each received b.i.d. placebo and two doses of methylphenidate (MPH, 0.3 mg/kg and 0.6 mg/kg) crossed with two classroom settings: a behavior modification classroom including a token economy system, time out and daily home report card, and a "regular" classroom setting not using these procedures. Dependent variables included classroom observations of on-task and disruptive behavior, academic work completion and accuracy, and daily self-ratings of performance. Both MPH and behavior modification alone significantly improved children's classroom behavior, but only MPH improved children's academic productivity and accuracy. Singly, behavior therapy and 0.3 mg/kg PMH produced roughly equivalent improvements in classroom behavior. Further, the combination of behavior therapy and 0.3 mg/kg MPH resulted in maximal behavioral improvements, which were nearly identical to those obtained with 0.6 mg/kg MPH alone.
ISSN:0091-0627
2730-7166
1573-2835
2730-7174
DOI:10.1007/BF00916549