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Cited by 87Attention Deficit Hyperactivity DisorderBehavioral and Psychological StudiesDevelopmental and Educational Neuropsychology

Does Methylphenidate Normalize the Classroom Performance of Children with Attention Deficit Disorder?

DUPAUL, GEORGE J., RAPPORT, MARK D.·1993·Journal of the American Academy of Child & Adolescent Psychiatry
DOI 10.1097/00004583-199301000-00027
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Abstract

The present study examined the degree to which methylphenidate (MPH) normalized the classroom behavior and academic functioning of 31 children with attention deficit disorder (ADD). Subjects with ADD participated in a double-blind, placebo-controlled trial in which children received each of four doses (5, 10, 15, and 20 mg) of MPH and a placebo following baseline measures. Children with ADD were compared with a group of 25 normal control children on teacher ratings of social conduct, direct observations of on-task behavior, and academic efficiency. At a group level of analysis, MPH exerted a significant effect on classroom measures of attention and academic efficiency to a point where they were no longer statistically deviant from scores obtained by normal control children. Nevertheless, when examined at the individual level, 25% of the sample failed to show normalized levels of classroom performance, thus implying the need for ancillary school-based interventions.

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  • Even in non-comorbid ADHD cases, optimal functioning occurs in only roughly one in four children with ADHD.

    “Even in non-comorbid ADHD cases, optimal functioning occurs in only roughly one in four children with ADHD [127,128].”

    From Advances in understanding and treating ADHD (2011) · cites this paper as [127]

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Authors
DUPAUL, G. J., & RAPPORT, M. D.
Affiliations
University of Hawaiʻi at Mānoa (US)
Corresponding author
DUPAUL, GEORGE J.
ORCID
Venue
Journal of the American Academy of Child & Adolescent Psychiatry
Publisher
Elsevier BV
Published
1993-01
Volume
32
Issue
1
Pages
190-198
ISSN
0890-8567 (ISSN-L)
DOI
10.1097/00004583-199301000-00027
OpenAlex
W1998328668
Semantic Scholar
ea146db3083b9386c81a124b54427c1ece9d723d
Cited by
87
References
50
Citations by year
2025: 1 · 2023: 1 · 2022: 1 · 2020: 1 · 2018: 2 · 2017: 1 · 2015: 3 · 2014: 2 · 2013: 1 · 2012: 1
FWCI
3.25
Type
journal article
Language
en
Open access
closed
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
  • Journal of the American Academy of Child & Adolescent Psychiatry (publishedVersion)
  • PubMed (publishedVersion)
Funders
  • National Institutes of Health (2s07rr005712-20)
  • National Center for Research Resources (S07 RR05712)
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
methylphenidate, attention deficit disorder, classroom behavior, academic efficiency, on-task behavior, dose-response relationship, teacher ratings, school-based intervention, children
MeSH terms
Achievement, Attention Deficit Disorder with Hyperactivity, Child, Double-Blind Method, Female, Humans, Learning, Male, Methylphenidate, Placebos, Psychiatric Status Rating Scales, Schools

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