A preliminary analysis of interactive effects between common classroom contingencies and methylphenidate.
To assess the drug-behavior interaction effects with an 8-year-old boy wih attention deficit hyperactivity disorder, common classroom antecedent (e.g., seating arrangement) and consequent (e.g., peer prompts) stimuli were alternated within a school day while drug conditions (methylphenidate vs. placebo) were alternated across days. The results suggested that peer attention maintained disruptive behavior when methylphenidate was absent but not when it was present.
Northup
J
J
Department of Psychology, Louisiana State University, Baton Rouge 70803, USA.
Jones
K
K
Broussard
C
C
DiGiovanni
G
G
Herring
M
M
Fusilier
I
I
Hanchey
A
A
D001289:Attention Deficit Disorder with Hyperactivity / Q000523:psychology / Q000628:therapy*; D001521:Behavior Therapy / Q000379:methods*; D000697:Central Nervous System Stimulants / Q000008:administration & dosage* / Q000009:adverse effects; D002648:Child; D003131:Combined Modality Therapy; D006801:Humans; D008297:Male; D008774:Methylphenidate / Q000008:administration & dosage* / Q000009:adverse effects; D010379:Peer Group; D012056:Reinforcement, Social; D012931:Social Environment
D000697:Central Nervous System Stimulants; D008774:Methylphenidate