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Cited by 160Attention Deficit Hyperactivity DisorderBehavioral and Psychological StudiesDevelopmental and Educational Neuropsychology

The Single and Combined Effects of Multiple Intensities of Behavior Modification and Methylphenidate for Children With Attention Deficit Hyperactivity Disorder in a Classroom Setting

Fabiano, Gregory A., Pelham, William E., Gnagy, Elizabeth M., Burrows-MacLean, Lisa, Coles, Erika K., Chacko, Anil, Wymbs, Brian T., Walker, Kathryn S. +7 more·2007·School Psychology Review
DOI 10.1080/02796015.2007.12087940
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Abstract

Currently behavior modification, stimulant medication, and combined treatments are supported as evidence-based interventions for attention deficit hyperactivity disorder in classroom settings. However, there has been little study of the relative effects of these two modalities and their combination in classrooms. Using a within-subject design, the present study investigated the single effects of behavior modification (no, low, and high intensity), methylphenidate (placebo, 0.15, 0.30, and 0.60 mg/kg), and the combination of these treatments in an analogue classroom setting with 48 children (ages 6–12) diagnosed with attention deficit hyperactivity disorder. Results indicated substantial effects of both unimodal treatments and their combination on measures of classroom behavior, productivity, and teacher ratings of functioning. The results are discussed in light of the current literature on single and combined treatments for attention deficit hyperactivity disorder.

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Crossref · 10.1080/02796015.2007.12087940

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57 of 57 references verified0 citation errors · 0 not checkable

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  • Stimulant medication improves academic seatwork productivity in analogue classrooms in children with ADHD.

    “Many studies have shown that stimulants improve cognitive functioning on laboratory tasks (Coghill et al., 2014; Pietrzak et al., 2006; Rapport & Kelly, 1991; Swanson et al., 2011; Vertessen et al., 2021) and academic seatwork productivity in analogue classrooms (Fabiano et al., 2007; Kortekaas-Rijlaarsdam et al., 2019; Pelham et al., 1985; Prasad et al., 2013).”

    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 Fabiano et al., 2007

  • The classroom behavior tracking system exhibits interrater reliability and presented validity data for its use as a measure of classroom behavior.

    “many studies have shown the system exhibits interrater reliability and presented validity data for its use as a measure of classroom behavior (e.g., Fabiano et al., 2007; Pelham et al., 2001; Pelham, Fabiano, et al., 2005).”

    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 Fabiano et al., 2007

  • The dosage of OROS-MPH was sufficient to produce large effects on academic seatwork productivity and classroom behavior and detectable effects on test scores.

    “However, this dosage was sufficient to produce large effects on academic seatwork productivity and classroom behavior and detectable effects on test scores and has been similarly efficacious in numerous prior studies (Fabiano et al., 2007; Pelham Jr. et al., 2016; Pelham, Burrows-MacLean, et al., 2005; Pelham et al., 2001).”

    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 Fabiano et al., 2007

  • Classroom behavior contingency management yields improvements in teacher reports, observed behavior, and academic productivity.

    “behavior contingency management in the classroom yields improvements in teacher reports of children’s functioning, observed behavior of children with ADHD in the classroom setting, as well as better academic productivity (Abramowitz, O'Leary, & Rosen, 1987; Fabiano et al., 2007; Pelham, Jr. et al., 1998; Hoffman & DuPaul, 2000).”

    From The influences of environmental enrichment, cognitive enhancement, and physical exercise on brain development: Can we alter the developmental trajectory of ADHD? (2011) · cites this paper as Fabiano et al., 2007

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Authors
Fabiano, G. A., Pelham, W. E., Gnagy, E. M., Burrows-MacLean, L., Coles, E. K., Chacko, A., Wymbs, B. T., Walker, K. S., Arnold, F., Garefino, A., Keenan, J. K., Onyango, A. N., Hoffman, M. T., Massetti, G. M., & Robb, J. A.
Affiliations
University at Buffalo, State University of New York (US)
Corresponding author
Fabiano, Gregory A.
ORCID
Venue
School Psychology Review
Publisher
Informa UK Limited
Published
2007-06-01
Volume
36
Issue
2
Pages
195-216
ISSN
  • 0279-6015 (ISSN-L)
  • 2372-966X
DOI
10.1080/02796015.2007.12087940
OpenAlex
W1931493326
Cited by
158
References
60
Citations by year
2026: 1 · 2025: 2 · 2024: 5 · 2023: 4 · 2022: 5 · 2021: 4 · 2020: 11 · 2019: 7 · 2018: 7 · 2017: 7 · 2016: 12 · 2015: 8 · 2014: 21 · 2013: 13 · 2012: 8
FWCI
6.83
Type
journal article
Language
en
Open access
closed
Locations
School Psychology Review (publishedVersion)
Topics
  • Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Keywords
attention deficit hyperactivity disorder, behavior modification, methylphenidate, stimulant medication, combination therapy, classroom behavior, treatment intensity, children, teacher ratings, school-based intervention

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