Twenty-two children with attention deficit-hyperactivity disorder underwent a double-blind, placebo-controlled, crossover evaluation of the efficacy of standard methylphenidate twice a day and comparable doses every morning of a sustained-release preparation of methylphenidate (SR-20 Ritalin), a sustained-release form of dextroamphetamine (Dexedrine Spansule), and pemoline. The children were participating in a summer treatment program in which they engaged in recreational and classroom activities. Dependent measures include evaluations of social behavior during group recreational activities, classroom performance, and performance on a continuous performance task. Results revealed generally equivalent and beneficial effects of all four medications. Dexedrine Spansule and pemoline tended to produce the most consistent effects and were recommended for 10 of the 15 children who were responders to medication. The continuous performance task results showed that all four medications had an effect within 2 hours of ingestion, and the effects lasted for 9 hours. The implications of these results for the use of long-acting stimulant medication in children with attention deficit-hyperactivity disorder are discussed.
In this article, we report three studies of language comprehension skills in 9-and 10-year-old learning disabled (LD) children who have extreme difficulties retaining brief sequences of verbal information. In all studies, the performance of this subgroup of LD children is contrasted with other LD subjects who perform normally on memory span tests and with normally achieving subjects. In Experiment 1 we showed that although children in the target subgroup had difficulties remembering the specific words and word order used in expository passages, they were not different from the two control groups in their comprehension of the passages. In Experiment 2 we showed that the gist recall of idea units from two folk tales was equally influenced in all groups by the thematic importance of the idea units being recalled. The primary inference was that the groups comprehended the stories equally well. The results of Experiment 3 showed that children in the subgroup with memory limitations had more difficulty than children in the other two groups in following simple directions involving the manipulation of blocks. They were impaired in their ability to follow sequences of directions whether order of execution was important or not. Both the theoretical and practical importance of these findings are discussed.
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