Attention Deficit Disorder and Methylphenidate: Group and Single-Subject Analyses of Dose Effects on Attention in Clinic and Classroom Settings
Abstract
We examined the effects of a range of methylphenidate (MPH) doses on attention deficit disordered-hyperactive (ADDH) children's attention in school and on Continuous Performance Test (CPT) performance in a clinic setting. Forty-two ADDH 6- to 11-year-old children participated in a double-blind, placebo-controlled, crossover design in which each child received four doses of MPH and a placebo in a randomly assigned sequence. The group results showed significant medication effects on classroom percentage of on-task behavior, academic efficiency, teacher ratings of attention, and CPT omission errors. Only percentage of on-task behavior and academic efficiency showed significant (group) dosage differences. There was a linear ,relationship between increasing dose and these classroom measures. Dose-response plots were compared for a representative subset of individual children to illustrate the idiosyncnratic and task-specific behavior exhibited across doses.
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Sustained attention abilities predict objective and subjective reports of classroom behavior, academic performance, special education placement, and comorbid learning disabilities.
“sustained attention abilities predict objective and subjective reports of classroom behavior (Brocki, Tillman, & Bohlin, 2010; Epstein et al., 2003; Rapport et al., 1987), academic performance (Molina et al., 2009; Rapport et al., 1994), special education placement, and comorbid learning disabilities (Faraone et al., 1993).”
From Improving Outcomes for Youth with ADHD: A Conceptual Framework for Combined Neurocognitive and Skill-Based Treatment Approaches (2014) · cites this paper as Rapport et al., 1987
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- Authors
- Rapport, M. D., Jones, J. T., DuPaul, G. J., Kelly, K. L., Gardner, M. J., Tucker, S. B., & Shea, M. S.
- Venue
- Journal of Clinical Child Psychology
- Publisher
- Informa UK Limited
- Published
- 1987-12
- Volume
- 16
- Issue
- 4
- Pages
- 329-338
- ISSN
- 0047-228X (ISSN-L)
- OpenAlex
- W1998438805
- Cited by
- 91
- References
- 11
- Citations by year
- 2025: 1 · 2023: 1 · 2022: 1 · 2021: 1 · 2016: 1 · 2015: 3 · 2014: 2 · 2013: 2 · 2012: 1
- FWCI
- 1.16
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Clinical Child Psychology (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, methylphenidate, dose-response relationship, on-task behavior, academic efficiency, continuous performance test, omission errors, children, classroom behavior, teacher ratings
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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