3-Year Follow-up of the NIMH MTA Study

Jensen, Peter S.; Arnold, L. Eugene; Swanson, James M.; Vitiello, Benedetto; Abikoff, Howard; Greenhill, Laurence L.; Hechtman, Lily; Hinshaw, Stephen P.; Pelham, William E.; Wells, Karen C.; Conners, C. Keith; Elliott, Glen R.; Epstein, Jeffery N.; Hoza, Betsy; March, John S.; Molina, Brooke S. G.; Newcorn, Jeffrey H.; Severe, Joanne B.; Wigal, Timothy; Gibbons, Robert D.; Hur, Kwan

doi:10.1097/chi.0b013e3180686d48

Cited by 541 publications

(394 citation statements)

References 29 publications

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“…The study suggested that intensive medication management was superior to behavioural therapy as well as combined treatment (MTA cooperative group, 1999). However, follow-up studies of the long-term effects 3 years (Jensen et al, 2007) and 8 years later (Molina et al, 2009) showed that the outcomes between the different experimental groups converged over time, until, on average, no significant difference between medicated and non-medicated children remained after 8 years. Interestingly, the results of the follow-up studies did not nearly draw the amount of attention and publicity as the previous findings did (Nieweg, 2010; Schwarz, 2013).…”

Section: Medication Does Not Benefit Most Children In the Long Runmentioning

confidence: 99%

ADHD: a critical update for educational professionals

Meerman

Batstra

Grietens

et al. 2017

International Journal of Qualitative Studies on Health and Well

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A medical approach towards behavioural problems could make professionals without a medical background, like teachers and other educational professionals feel inapt. In this article, we raise six scientifically grounded considerations regarding ADHD, currently the most prevalent childhood psychiatric diagnosis. These “need to knows” show just how misguided and potentially stigmatizing current conceptualizations of unruly behaviour have become. Some examples are given of how teachers are misinformed, and alternative ways of reporting about neuropsychological research are suggested. A reinvigorated conceptual understanding of ADHD could help educational institutions to avoid the expensive outsourcing of behavioural problems that could also—and justifiably better—be framed as part of education’s primary mission of professionalized socialization.

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Section: Medication Does Not Benefit Most Children In the Long Runmentioning

confidence: 99%

ADHD: a critical update for educational professionals

Meerman

Batstra

Grietens

et al. 2017

International Journal of Qualitative Studies on Health and Well

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show abstract

“…38 Meta-regression tested whether effect sizes were larger in lower-quality trials according to Jadad et al 37 For 1 study, 34 was considered the more standard behavioral intervention, was included in the final analysis. For another study, 40 outcomes were taken from 3 publications. [40][41][42] <H1>Results…”

Section: Data Extraction and Statistical Analysismentioning

confidence: 99%

Behavioral Interventions in Attention-Deficit/Hyperactivity Disorder: A Meta-Analysis of Randomized Controlled Trials Across Multiple Outcome Domains

Daley

Oord

Ferrín

et al. 2014

Journal of the American Academy of Child & Adolescent Psych

308

263

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“…66 Although there have been advances in the management of ADHD since the 1960s, no treatment study has had more impact than the landmark Multimodal Treatment Study of Children With ADHD (MTA). [67][68][69][70] The MTA has evaluated the relative efficacy of the stimulant medication methylphenidate, behavioral treatment, and community-based care in the treatment of ADHD in children, which led the way in establishing methodologic standards in ADHD research. Many of the research standards established in the MTA are reflected in the model that we describe here.…”

Section: Advances In Our Understanding Of Adhdmentioning

confidence: 99%

A Research Model for Investigating the Effects of Artificial Food Colorings on Children With ADHD

et al. 2011

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The United Kingdom and European Union recently restricted the use of artificial food colorings (AFCs) to improve the health of children. These decisions provide an interesting case study of the role of scientific evidence in the assessment of food additives and risk to children's health and formulation of food policy. Although there continues to be uncertainty concerning the link between AFCs and attention-deficit/hyperactivity disorder (ADHD), policy decisions have been made that have far-reaching implications. In addition, publicity surrounding the policy changes may shape public perceptions concerning effective management of ADHD. We believe that the balance of existing evidence neither refutes nor supports the link between AFCs and ADHD, which highlights the need for carefully designed studies to further investigate the link between AFCs and ADHD. In this article we describe a model for such studies. In developing our model, we drew from current investigative standards in ADHD research, such as those used in the landmark Multimodal Treatment Study of Children With ADHD. These standards encompass methodologic considerations including sample selection, outcome assessment, and data analyses. It is our hope that this model research methodology may prove valuable in addressing design considerations in future studies of AFCs and ADHD with the goal of producing reliable data that will enable policy-makers to better formulate effective, evidence-based food-policy decisions.

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3-Year Follow-up of the NIMH MTA Study

Cited by 541 publications

References 29 publications

ADHD: a critical update for educational professionals

ADHD: a critical update for educational professionals

Behavioral Interventions in Attention-Deficit/Hyperactivity Disorder: A Meta-Analysis of Randomized Controlled Trials Across Multiple Outcome Domains

A Research Model for Investigating the Effects of Artificial Food Colorings on Children With ADHD

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