An Evaluation of Methylphenidate as a Potential Establishing Operation for Some Common Classroom Reinforcers

Abstract

We conducted reinforcer assessments for 3 boys with a diagnosis of attention deficit hyperactivity disorder who alternately received either placebo or previously prescribed methylphenidate. Our purpose was to evaluate whether methylphenidate altered the relative reinforcing effectiveness of various stimuli that are often used in classroom-based behavioral treatment programs (e.g., activities, tangible items). Results showed clear differences for some stimuli between reinforcer assessments conducted when participants had received methylphenidate compared to placebo. Results suggest that methylphenidate might act as an establishing operation for some common classroom reinforcers. Implications for the development and evaluation of behavioral treatments are discussed.DESCRIPTORS: reinforcer assessment, methylphenidate, attention deficit hyperactivity disorder, establishing operations Methylphenidate (MPH; Ritalin) is a stimulant medication that is commonly and increasingly prescribed for children with a diagnosis of attention deficit hyperactivity disorder (ADHD) and is often effective for the immediate management of a variety of disruptive or maladaptive behaviors (Barkley, 1990;Safer, Zito, & Fine, 1996). It has been suggested that the combination of MPH and behavioral treatments for disruptive behaviors in the classroom can have separate, additive, or interactive effects (e.g., Cooper et al

Establishing Operations: Implications for the Assessment, Treatment, and Prevention of Problem Behavior

“…For example, the reinforcing effectiveness of teacher attention may be temporarily increased by the administration of methylphenidate (Northup, Fusilier, Swanson, Roane, & Borrero, 1997) but enduringly lowered in people labeled autistic (e.g., Taylor & Carr, 1992a), the reinforcing effectiveness of food may be enduringly raised in Prader-Willi syndrome (Clarke, Boer, & Webb, 1995), and the aversiveness of demands may be temporarily increased by physical illness (Horner et al, 1996) or sleep deprivation (Kennedy & Meyer, 1996;O'Reilly, 1995). Events such as autism and Prader-Willi syndrome do not entirely fit the definition of the EO, in that their impact on reinforcing effectiveness is enduring rather than momentary.…”

Effects of Methylphenidate on Sensitivity to Reinforcement in Children Diagnosed With Attention Deficit Hyperactivity Disorder: An Application of the Matching Law

“…A reinforcer survey (based on that of Northup, Fusilier, Swanson, Roane, & Borrero, 1997) containing 42 common childhood reinforcers was read to each participant during the screening sessions. Children rated each item on the survey as like not at all, like a little, or like a lot.…”

“…There were two screening sessions performed before baseline. The purpose of these screening sessions was threefold: (a) to administer the reinforcer survey to the children while they were on and off medication, because MPH has been shown to influence preference in children with ADHD (Northup et al, 1997); (b) to obtain a mean rate of problems completed under both medication and placebo conditions; and (c) to determine if the math problems chosen for the children were easy enough to maintain a mean accuracy of 90%.…”

“…The child reported to the laboratory and was seated with math worksheets directly in front of him and a plastic jar placed further in front of him to hold the tokens. Each child was given the following instructions prior to beginning the task (adapted from Northup et al, 1997):…”

Thirty Points About Motivation From Skinner’s Book Verbal Behavior

“…(p. 390) There is a growing body of research on these other types of MOs (e.g., Laraway et al, 2003). Research has demonstrated that stimulant drugs reduce the reinforcing effectiveness of food (e.g., Julien, 2001;Northup, Fusilier, Swanson, Roane, & Borrero, 1997). Sleep deprivation can function as an MO that increases the value of food as a form of reinforcement, while simultaneously reducing the value of praise as a form of reinforcement (e.g., Horner, Day, & Day, 1997).…”