Dose-response effects of methylphenidate on academic performance and overt behavior in hyperactive children.
In the present study, the effects of 0.3 mg/kg and 1.0 mg/kg of methylphenidate on the overt behavior and academic functioning of 12 children with an established diagnosis of attention deficit disorder with hyperactivity were evaluated. A double-blind, placebo-control, within-subject (crossover) design was used, in which each child was tested four times in each drug condition. Drug conditions were alternated on a bidaily basis and each child received two different drug conditions each day. The academic tasks were designed for evaluation of the relationship between task complexity and dose. Whereas overt behavior improved with increasing dose, academic functioning was improved with methylphenidate, but did not vary with either dose or task complexity. Also, investigated were potential carryover effects of a morning dose of methylphenidate on performance in the afternoon. Behavioral and academic improvements produced by a dose of 0.3 mg/kg in the morning were no longer evident in the afternoon, but a morning dose of 1.0 mg/kg produced behavioral improvements that were clinically and statistically discernible in the afternoon, although the academic improvements had dissipated.
Department of Psychiatry, Hospital for Sick Children, Toronto, Ontario, Canada.
R
R
Tannock
R J
RJ
Schachar
R P
RP
Carr
G D
GD
Logan
D001289:Attention Deficit Disorder with Hyperactivity / Q000188:drug therapy / Q000523:psychology*; D002648:Child; D002652:Child Behavior / Q000187:drug effects*; D004305:Dose-Response Relationship, Drug; D004311:Double-Blind Method; D004522:Educational Status; D005260:Female; D006801:Humans; D008297:Male; D008433:Mathematics; D008774:Methylphenidate / Q000008:administration & dosage* / Q000627:therapeutic use
D008774:Methylphenidate