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Cited by 60Attention Deficit Hyperactivity DisorderReading and Literacy DevelopmentDevelopmental and Educational Neuropsychology

Comparing treatments for children with ADHD and word reading difficulties: A randomized clinical trial.

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Tamm, Leanne, Denton, Carolyn A., Epstein, Jeffery N., Schatschneider, Christopher, Taylor, Heather, Arnold, L. Eugene, Bukstein, Oscar, Anixt, Julia +8 more·2017·Journal of Consulting and Clinical Psychology
DOI 10.1037/ccp0000170PMC PMC5398920
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Abstract

OBJECTIVE: This trial compared attention-deficit/hyperactivity disorder (ADHD) treatment alone, intensive reading intervention alone, and their combination for children with ADHD and word reading difficulties and disabilities (RD). METHOD: Children (n = 216; predominantly African American males) in Grades 2-5 with ADHD and word reading/decoding deficits were randomized to ADHD treatment (medication + parent training), reading treatment (reading instruction), or combined ADHD + reading treatment. Outcomes were parent and teacher ADHD ratings and measures of word reading/decoding. Analyses utilized a mixed models covariate-adjusted gain score approach with posttest regressed onto pretest. RESULTS: Inattention and hyperactivity/impulsivity outcomes were significantly better in the ADHD (parent Hedges's g = .87/.75; teacher g = .67/.50) and combined (parent g = 1.06/.95; teacher g = .36/41) treatment groups than reading treatment alone; the ADHD and Combined groups did not differ significantly (parent g = .19/.20; teacher g = .31/.09). Word reading and decoding outcomes were significantly better in the reading (word reading g = .23; decoding g = .39) and combined (word reading g = .32; decoding g = .39) treatment groups than ADHD treatment alone; reading and combined groups did not differ (word reading g = .09; decoding g = .00). Significant group differences were maintained at the 3- to 5-month follow-up on all outcomes except word reading. CONCLUSIONS: Children with ADHD and RD benefit from specific treatment of each disorder. ADHD treatment is associated with more improvement in ADHD symptoms than RD treatment, and reading instruction is associated with better word reading and decoding outcomes than ADHD treatment. The additive value of combining treatments was not significant within disorder, but the combination allows treating both disorders simultaneously. (PsycINFO Database Record

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  • Results are consistent with other randomized evidence with less controlled designs in failing to support the expectation that taking stimulant medication during childhood will impact children with ADHD's long-term academic achievement.

    “This is the first study of its kind, and results are consistent with other randomized evidence with less controlled designs (Molina et al., 2009; Tamm et al., 2017) in failing to support the expectation that taking stimulant medication during childhood will impact children with ADHD’s long-term academic achievement.”

    From The effect of stimulant medication on the learning of academic curricula in children with ADHD: A randomized crossover study. (2022) · cites this paper as Tamm et al., 2017

    The Results report that, at a three- to five-month follow-up, reading treatment remained superior to ADHD treatment for phonemic decoding, while word-reading differences were not significant. This supports a narrower finding than the citing sentence: the trial did not test whether taking stimulants during childhood affects long-term academic achievement generally; its ADHD treatment also included parent training. (LLM, conf=0.88)

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  • Only two randomized studies have induced variability in medication use and measured subsequent acquisition of academic skills and knowledge taught in classroom settings.

    “We are aware of only two such studies (Molina et al., 2009; Tamm et al., 2017).”

    From The effect of stimulant medication on the learning of academic curricula in children with ADHD: A randomized crossover study. (2022) · cites this paper as Tamm et al., 2017

  • In Tamm et al. (2017), children randomized to combined medication and reading instruction performed no better than those randomized to reading instruction alone on tests of word reading and phonemic decoding at end of treatment or follow-up.

    “Children randomized to the condition that combined medication and reading instruction performed no better than those randomized to receive only reading instruction on tests of word reading and phonemic decoding at the end of treatment or at follow-up 3 to 5 months later.”

    From The effect of stimulant medication on the learning of academic curricula in children with ADHD: A randomized crossover study. (2022) · cites this paper as Tamm et al., 2017

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Authors
Tamm, L., Denton, C. A., Epstein, J. N., Schatschneider, C., Taylor, H., Arnold, L. E., Bukstein, O., Anixt, J., Koshy, A., Newman, N. C., Maltinsky, J., Brinson, P., Loren, R. E. A., Prasad, M. R., Ewing-Cobbs, L., & Vaughn, A.
Affiliations
  • Cincinnati Children's Hospital Medical Center (US)
  • The University of Texas Health Science Center at Houston (US)
  • Florida State University (US)
  • The Ohio State University (US)
  • Boston Children's Hospital (US)
  • Mount St. Joseph University (US)
ORCID
Venue
Journal of Consulting and Clinical Psychology
Publisher
American Psychological Association (APA)
Published
2017-05
Volume
85
Issue
5
Pages
434-446
ISSN
  • 0022-006X (ISSN-L)
  • 1939-2117
DOI
10.1037/ccp0000170
PMC
PMC5398920
OpenAlex
W2601278433
Cited by
60
References
15
Citations by year
2026: 4 · 2025: 5 · 2024: 2 · 2023: 7 · 2022: 11 · 2021: 7 · 2020: 8 · 2019: 11 · 2018: 4 · 2017: 1
FWCI
5.39
Type
journal article
Language
en
Open access
Licence
Locations
  • Journal of Consulting and Clinical Psychology (publishedVersion, other-oa)
  • PubMed (publishedVersion)
  • Europe PMC (PubMed Central) (acceptedVersion)
  • PubMed Central (acceptedVersion)
Funders
  • National Institute of Child Health and Human Development (R01 HD060617)
  • Curemark
  • Forest
  • Lilly
  • Neuropharm
  • Novartis
  • Noven
  • Shire
  • Supernus
  • YoungLiving
  • National Institutes of Health
  • Autism Speaks
Topics
  • Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Keywords
attention deficit hyperactivity disorder, reading disorders, decoding, combination therapy, reading intervention, ADHD medication, parent training, inattention, hyperactivity/impulsivity, children, African American children
MeSH terms
Central Nervous System Stimulants, Attention Deficit Disorder with Hyperactivity, Black or African American, Child, Combined Modality Therapy, Dyslexia, Female, Humans, Impulsive Behavior, Learning, Male, Parents, Patient Compliance, Reading, Treatment Outcome

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