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 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.
Carlson
C L
CL
Department of Psychology, University of Texas, Austin 78712.
Pelham
W E
WE
Milich
R
R
Dixon
J
J
D000124:Achievement; D001288:Attention / Q000187:drug effects; D001289:Attention Deficit Disorder with Hyperactivity / Q000523:psychology / Q000534:rehabilitation*; D001521:Behavior Therapy; D002648:Child; D003131:Combined Modality Therapy; D006801:Humans; D007175:Impulsive Behavior / Q000523:psychology / Q000534:rehabilitation; D008297:Male; D008774:Methylphenidate / Q000627:therapeutic use*; D009043:Motor Activity / Q000187:drug effects; D010552:Personality Assessment; D012649:Self Concept
D008774:Methylphenidate