An evaluation of methylphenidate as a potential establishing operation for some common classroom reinforcers.
We conducted reinforcer assessments for 3 boys with a diagnosis of attention deficit hyperactivity disorder who alternately received either placebo or previously prescribed methylphenidate. Our purpose was to evaluate whether methylphenidate altered the relative reinforcing effectiveness of various stimuli that are often used in classroom-based behavioral treatment programs (e.g., activities, tangible items). Results showed clear differences for some stimuli between reinforcer assessments conducted when participants had received methylphenidate compared to placebo. Results suggest that methylphenidate might act as an establishing operation for some common classroom reinforcers. Implications for the development and evaluation of behavioral treatments are discussed.
Northup
J
J
Department of Psychology, Louisiana State University, Baton Rouge 70803, USA.
Fusilier
I
I
Swanson
V
V
Roane
H
H
Borrero
J
J
D001289:Attention Deficit Disorder with Hyperactivity / Q000628:therapy*; D001521:Behavior Therapy / Q000379:methods / Q000592:standards; D000697:Central Nervous System Stimulants / Q000627:therapeutic use*; D002648:Child; D003131:Combined Modality Therapy; D003216:Conditioning, Operant / Q000502:physiology*; D018592:Cross-Over Studies; D004311:Double-Blind Method; D006801:Humans; D008137:Longitudinal Studies; D008297:Male; D008774:Methylphenidate / Q000627:therapeutic use*; D012054:Reinforcement, Psychology; D013663:Teaching / Q000379:methods; D016896:Treatment Outcome
D000697:Central Nervous System Stimulants; D008774:Methylphenidate