title: Further analysis of the separate and interactive effects of methylphenidate and common classroom contingencies.
abstract: We evaluated separate and interactive effects between common classroom contingencies and methylphenidate (MPH) on disruptive and off-task behaviors for 4 children with a diagnosis of attention deficit hyperactivity disorder. Analogue conditions consisting of contingent teacher reprimands, brief time-out, no interaction, and alone were conducted in a multielement design. Medication status (MPH or placebo) was alternated across days in a superordinate multielement design. Results indicate that (a) the behavioral effects of MPH were influenced by one or more of the analogue conditions for each participant, and (b) time-out was associated with zero or near-zero levels of both disruptive and off-task behavior for 3 of the 4 participants during MPH and placebo conditions. Implications for the clinical effectiveness of MPH and possible behavioral mechanisms of action of MPH in applied settings are discussed.
authors: Louisiana State University, Baton Rouge 70803, USA.
authors: J
authors: J
authors: Northup
authors: I
authors: I
authors: Fusilier
authors: V
authors: V
authors: Swanson
authors: J
authors: J
authors: Huete
authors: T
authors: T
authors: Bruce
authors: J
authors: J
authors: Freeland
authors: V
authors: V
authors: Gulley
authors: S
authors: S
authors: Edwards
mesh_terms: D000124:Achievement; D001289:Attention Deficit Disorder with Hyperactivity / Q000188:drug therapy* / Q000534:rehabilitation; D000697:Central Nervous System Stimulants / Q000627:therapeutic use*; D002648:Child; D006801:Humans; D008297:Male; D008774:Methylphenidate / Q000627:therapeutic use*; D011678:Punishment; D012919:Social Behavior; D013334:Students / Q000523:psychology*
chemical_list: D000697:Central Nervous System Stimulants; D008774:Methylphenidate