Are Behavioral and Psychometric Changes Related in Methylphenidate-Treated, Hyperactive Children?

Gittelman-Klein, Rachel; Klein, Donald F.

doi:10.1080/00207411.1975.11448682

Cited by 45 publications

(12 citation statements)

References 6 publications

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“…In the present study, this occurred on the two tasks in which consistency of performance over trials could be assessed, the DRT and maze tracking tasks. Finally, the self-regulatory hypothesis may help explain the failure of some investigators to find significant correlations between stimulant-induced change scores (Gittelman-Klein & Klein, 1975;Gualtieri & Hicks, 1985). According to the hypothesis, degree of improvement will depend upon the extent to which a child is performing below his own level of competence.…”

Section: Evidence For the Self-regulatory Hypothesismentioning

confidence: 99%

Dosage Effects and Individual Responsivity to Methylphenidate in Attention Deficit Disorder

Douglas

Barr

Amin

et al. 1988

Child Psychology Psychiatry

134

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Effects of three dosages of methylphenidate (0.15, 0.30 and 0.60 mg/kg) were assessed in 19 ADD-H children on a variety of cognitive, academic and behavioral measures in the laboratory and the classroom. A predominant linear pattern of improvement was found across almost all measures. A slight decrease between 0.3 and 0.6 mg/kg on one cognitive task leaves open the possibility that higher dosages reduce stimulant effectiveness or cause decrements on some kinds of "high-level/high load" tasks. Response patterns of individual children varied considerably across measures. All children improved on at least several measures. Results were interpreted as evidence for stimulant activation of self-regulatory processes.

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Section: Evidence For the Self-regulatory Hypothesismentioning

confidence: 99%

Dosage Effects and Individual Responsivity to Methylphenidate in Attention Deficit Disorder

Douglas

Barr

Amin

et al. 1988

Child Psychology Psychiatry

134

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show abstract

“…5 5 (6.0,9.3) (8.0, 9.0) (4.0, 6.0) (9.0,11.2) 6.0 7.5 5.5 5.8 (5.0,6 (4.5,9 (4.0,6 (4.0,6 A developmental neurologica] examination was conducted on each of the chUdren independently of the main experiment by Dr D. Alberda van Ekenstein. During this examination parents gave their consent for the investigation and an open interview was conducted with parents, since it has been noted that they may underestimate their child's behavioural disturbance (Cittelman- Klein and Klein, 1976). Subsequent analysis of this information indicated that none of the controls were perceived by their parents to exhibit school difficulties.…”

mentioning

confidence: 99%

On Data Limitations in Hyperactivity

Sergeant

Scholten

1985

Child Psychology Psychiatry

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Three groups of children rated firstly as overactive and distractible, secondly as distractible and thirdly as low on both activity and distractibility were examined in a visual search task with three levels of display load: two, three and four items. The children were tested twice in two conditions of stimulus visibility to examine the encoding stage of the model used here. The experimental results reject the hypothesis that an encoding deficit or data limitation may explain the attentional performance of either hyperactive or somewhat hyperactive subjects. They suggest, rather, that a trade-off in speed and accuracy may be evident in (the) hyperactives.

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“…The effect is usually apparent with low to moderate doses of amphetamine (AMP) or methylphenidate (MPH), and may be demonstrated on a variety of laboratory measures, in normal subjects and in hyperactive children (HAC) (Weiss et al 1971 ;Knights 1974;Gittelman-Klein and Klein 1975;Reis et al 1979;Rapoport et al 1980;Weingartner et al 1980). It has not been clear, however, whether this effect represents a direct drug effect on a specific component of the memory process.…”

mentioning

confidence: 99%

Methylphenidate and memory: Dissociated effects in hyperactive children

1986

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Fourteen children with Attention Deficit Disorder with Hyperactivity (ADD + H) were administered the psychostimulant methylphenidate in a double-blind, placebo-controlled, crossover study. Subjects were evaluated on a well-validated measure of verbal memory and learning with an experimental design comprised of four conditions: placebo and active drug at three doses. Positive memory effects were found in the drug conditions. Significant dose-response relationships were found, indicating enhanced learning from placebo to low to medium to high dose. However, there was a differential drug effect on the memory task; methylphenidate selectively enhanced storage and retrieval mechanisms without affecting immediate acquisition.

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Are Behavioral and Psychometric Changes Related in Methylphenidate-Treated, Hyperactive Children?

Cited by 45 publications

References 6 publications

Dosage Effects and Individual Responsivity to Methylphenidate in Attention Deficit Disorder

Dosage Effects and Individual Responsivity to Methylphenidate in Attention Deficit Disorder

On Data Limitations in Hyperactivity

Methylphenidate and memory: Dissociated effects in hyperactive children

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