Stimulant Medication and Reading Performance: Follow-up on Sustained Dose in ADHD Boys with and Without Conduct Disorders

The study examined the sustained effects of methylphenidate on reading performance in a sample of 42 boys, ages 8 to 11, with attention deficit-hyperactivity disorder (ADHD). Two subgroups were formed based on the presence or absence of co-occurring conduct disorders. Subjects were selected on the b...

Full description

Saved in:
Bibliographic Details
Published in:Journal of learning disabilities 1992-02, Vol.25 (2), p.115-123
Main Authors: Forness, Steven R., Swanson, James M., Cantwell, Dennis P., Youpa, Daniel, Hanna, Gregory L.
Format: Article
Language:English
Subjects:
Achievement
Attention Deficit Disorder with Hyperactivity - drug therapy
Attention Deficit Disorder with Hyperactivity - psychology
Attention Deficit Disorders
Behavior Disorders
Biological and medical sciences
Child
Communication disorders
Dose-Response Relationship, Drug
Double-Blind Method
Drug Therapy
Elementary Education
Humans
Hyperactivity
Maintenance
Male
Males
Medical sciences
Methylphenidate
Methylphenidate - administration & dosage
Neuropharmacology
Performance Factors
Pharmacology. Drug treatments
Psychoanaleptics: cns stimulant, antidepressant agent, nootropic agent, mood stabilizer..., (alzheimer disease)
Psychology. Psychoanalysis. Psychiatry
Psychopharmacology
Reading
Reading Achievement
Reading Comprehension
Reading Improvement
Citations: Items that this one cites
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The study examined the sustained effects of methylphenidate on reading performance in a sample of 42 boys, ages 8 to 11, with attention deficit-hyperactivity disorder (ADHD). Two subgroups were formed based on the presence or absence of co-occurring conduct disorders. Subjects were selected on the basis of their positive response to methylphenidate as determined in a series of original medication trials (Forness, Cantwell, Swanson, Hanna, & Youpa, 1991). For the purpose of this study, subjects were placed on their optimal dose of medication for a 6-week period and then tested on measures of oral reading and reading comprehension equivalent to those used in the original trials, retested after a week without medication (placebo), then tested again the following week after return to medication. Only the subgroup with conduct disorders responded, and this response was limited to reading comprehension improvement in only those subjects who also demonstrated improvement in oral reading on original trials. No response differences were found between subjects with or without learning disabilities.
ISSN:0022-2194
1538-4780
DOI:10.1177/002221949202500205