The effect of stimulant medication on the learning of academic curricula in children with ADHD: A randomized crossover study
| Autor: | William E. Pelham, Amy R. Altszuler, Brittany M. Merrill, Joseph S. Raiker, Fiona L. Macphee, Marcela Ramos, Elizabeth M. Gnagy, Andrew R. Greiner, Erika K. Coles, Carol M. Connor, Christopher J. Lonigan, Lisa Burger, Anne S. Morrow, Xin Zhao, James M. Swanson, James G. Waxmonsky |
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| Rok vydání: | 2022 |
| Předmět: |
Male
Clinical Trials and Supportive Activities methylphenidate Article Double-Blind Method Clinical Research Behavioral and Social Science ADHD Psychology Humans Child Pediatric learning Cross-Over Studies Evaluation of treatments and therapeutic interventions Attention Deficit Hyperactivity Disorder (ADHD) Brain Disorders Psychiatry and Mental health Clinical Psychology Mental Health Treatment Outcome Attention Deficit Disorder with Hyperactivity 6.1 Pharmaceuticals Methylphenidate Central Nervous System Stimulants Female Curriculum |
| Zdroj: | J Consult Clin Psychol Journal of consulting and clinical psychology, vol 90, iss 5 |
| ISSN: | 1939-2117 0022-006X |
| DOI: | 10.1037/ccp0000725 |
| Popis: | ObjectiveEvaluate whether stimulant medication improves acquisition of academic material in children with attention deficit hyperactivity disorder (ADHD) receiving small-group, content-area instruction in a classroom setting.MethodParticipants were 173 children between the ages of 7 and 12 years old (77% male, 86% Hispanic) who met Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) criteria for ADHD and were participating in a therapeutic summer camp. The design was a triple-masked, within-subject, AB/BA crossover trial. Children completed two consecutive phases of daily, 25-min instruction in both (a) subject-area content (science, social studies) and (b) vocabulary. Each phase was a standard instructional unit lasting for 3 weeks. Teachers and aides taught the material to small groups in a summer classroom setting. Each child was randomized to be medicated with daily osmotic-release oral system methylphenidate (OROS-MPH) during either the first or second of the instructional phases, receiving placebo during the other.ResultsMedication had large, salutary, statistically significant effects on children's academic seatwork productivity and classroom behavior on every single day of the instructional period. However, there was no detectable effect of medication on learning the material taught during instruction: Children learned the same amount of subject-area and vocabulary content whether they were taking OROS-MPH or placebo during the instructional period.ConclusionsAcute effects of OROS-MPH on daily academic seatwork productivity and classroom behavior did not translate into improved learning of new academic material taught via small-group, evidence-based instruction. (PsycInfo Database Record (c) 2022 APA, all rights reserved). |
| Databáze: | OpenAIRE |
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