Cited by 160Attention Deficit Hyperactivity DisorderDevelopmental and Educational NeuropsychologyBehavioral and Psychological Studies

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Positive Association Between Attention-Deficit/ Hyperactivity Disorder Medication Use and Academic Achievement During Elementary School

Scheffler, Richard M., Brown, Timothy T., Fulton, Brent D., Hinshaw, Stephen P., Levine, Peter, Stone, Susan·2009·Pediatrics

DOI 10.1542/peds.2008-1597

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Abstract

Objective Approximately 4.4 million (7.8%) children in the United States have been diagnosed with attention-deficit/hyperactivity disorder, and 56% of affected children take prescription medications to treat the disorder. Attention-deficit/hyperactivity disorder is strongly linked with low academic achievement, but the association between medication use and academic achievement in school settings is largely unknown. Our objective was to determine if reported medication use for attention-deficit/hyperactivity disorder is positively associated with academic achievement during elementary school. Method To estimate the association between reported medication use and standardized mathematics and reading achievement scores for a US sample of 594 children with attention-deficit/hyperactivity disorder, we used 5 survey waves between kindergarten and fifth grade from the nationally representative Early Childhood Longitudinal Study--Kindergarten Class of 1998-1999 to estimate a first-differenced regression model, which controlled for time-invariant confounding variables. Results Medicated children had a mean mathematics score that was 2.9 points higher than the mean score of unmedicated peers with attention-deficit/hyperactivity disorder. Children who were medicated for a longer duration (at >2 waves) had a mean reading score that was 5.4 points higher than the mean score of unmedicated peers with attention-deficit/hyperactivity disorder. The medication-reading association was lower fo…

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Authors: Scheffler, R. M., Brown, T. T., Fulton, B. D., Hinshaw, S. P., Levine, P., & Stone, S.
Affiliations: University of California, Berkeley (US)
School of Public Health, Nicholas C. Petris Center on Health Care Markets and Consumer Welfare
Department of Psychology
Kaiser Permanente Walnut Creek Medical Center (US)
ORCID: Brown, Timothy T.
Fulton, Brent D.
Hinshaw, Stephen P.
Stone, Susan
Venue: Pediatrics
Publisher: American Academy of Pediatrics (AAP)
Published: 2009-05-01
Volume: 123
Issue: 5
Pages: 1273-1279
ISSN: 0031-4005 (ISSN-L)
1098-4275
DOI: 10.1542/peds.2008-1597
OpenAlex: W2115728178
Cited by: 160
References: 43
Citations by year: 2025: 7 · 2023: 2 · 2022: 5 · 2021: 7 · 2020: 4 · 2019: 9 · 2018: 8 · 2017: 7 · 2016: 13 · 2015: 13 · 2014: 10 · 2013: 12 · 2012: 17
FWCI: 12.99
Type: journal article
Language: en
Open access: closed
Locations: PEDIATRICS (publishedVersion)
PubMed (publishedVersion)
Funders: National Institutes of Health
National Institute of Mental Health (R01MH067084)
Topics: Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Keywords: attention deficit hyperactivity disorder, ADHD medication, academic performance, mathematics achievement, reading achievement, elementary school students, duration of drug use, individualized education program, academic accommodations, standardized test scores, achievement gap
MeSH terms: Attention Deficit Disorder with Hyperactivity, Child, Educational Status, Female, Humans, Male, Mathematics, Reading, Regression Analysis, Task Performance and Analysis

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Positive Association Between Attention-Deficit/ Hyperactivity Disorder Medication Use and Academic Achievement During Elementary School

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