Ritalin vs. Response Cost in the Control of Hyperactive Children: A Within‐subject Comparison

Rapport, Mark D.; Murphy, Hugh; Bailey, Jon S.

doi:10.1901/jaba.1982.15-205

Cited by 146 publications

(55 citation statements)

References 32 publications

(33 reference statements)

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“…DESCRIPTORS: attention deficit hyperactivity disorder, methylphenidate, behavioral assessment, behavioral pharmacology Methylphenidate (MPH) is often effective for the management of a variety of classroom behaviors associated with attention deficit hyperactivity disorder (ADHD; e.g., Pelham, Bender, Caddell, Booth, & Moorer, 1985;Rapport, Murphy, & Bailey, 1982). However, children are often placed on MPH with little or no objective evaluation of medication effects.…”

Section: Comprehensive School-based Behavioral Assessment Of the Effementioning

confidence: 99%

“…However, the degree of improvement at times varied substantially across dosage and area of functioning. Results suggest that MPH dosage and area of child functioning are critical assessment parameters and that controlled clinical trials are necessary to optimize the effectiveness of treatment with MPH for the individual child.DESCRIPTORS: attention deficit hyperactivity disorder, methylphenidate, behavioral assessment, behavioral pharmacology Methylphenidate (MPH) is often effective for the management of a variety of classroom behaviors associated with attention deficit hyperactivity disorder (ADHD; e.g., Pelham, Bender, Caddell, Booth, & Moorer, 1985;Rapport, Murphy, & Bailey, 1982). However, children are often placed on MPH with little or no objective evaluation of medication effects.…”

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confidence: 99%

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Comprehensive School‐based Behavioral Assessment of the Effects of Methylphenidate

Gulley

Northup

1997

J of App Behav Analysis

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Individualized assessments of the effects of three doses of methylphenidate (MPH) were conducted for 2 students with attention deficit hyperactivity disorder within each child's classroom using behavioral, academic, and social measures. A double-blind, placebo-controlled, multielement design was used to evaluate the results. Results suggested that at least one or more dosages of MPH were associated with some degree of improvement for both children in each area of functioning as compared to placebo. However, the degree of improvement at times varied substantially across dosage and area of functioning. Results suggest that MPH dosage and area of child functioning are critical assessment parameters and that controlled clinical trials are necessary to optimize the effectiveness of treatment with MPH for the individual child.DESCRIPTORS: attention deficit hyperactivity disorder, methylphenidate, behavioral assessment, behavioral pharmacology Methylphenidate (MPH) is often effective for the management of a variety of classroom behaviors associated with attention deficit hyperactivity disorder (ADHD; e.g., Pelham, Bender, Caddell, Booth, & Moorer, 1985;Rapport, Murphy, & Bailey, 1982). However, children are often placed on MPH with little or no objective evaluation of medication effects. In addition, a determination of the effects of MPH for an individual child is complicated by several factors. First, individual differences in response to methylphenidate appear to be the rule rather than the exception (Pelham et al., 1993). Second, dose-response relations for an individual child may be linear (continued improvement with increasing dose) or quadratic (improvement to a peak effect followed by a decrePortions of this paper served as partial fulfillment for the first author's Master of Arts degree from Louisiana State University. We would like to thank the participating children and their families, the supervising physicians, Stephanie Edwards, Jennifer Gaines, and Iantha Fusilier.Requests for reprints should be sent to Veronica Gulley, Department of Psychology, 236 Audubon Hall, Louisiana State University, Baton Rouge, Louisiana 70803. ment in performance), or reach a therapeutic threshold (improvement followed by no further change with increasing dose; DuPaul & Barkley, 1993). Thus, both overall effectiveness and an optimal dose may be very different for otherwise similar children. Finally, there is some evidence that response to MPH may vary within children across behavioral, academic, and social areas of functioning, both at the same and at different dosages (Forness, Swanson, Cantwell, Guthrie, & Sena, 1992;Sprague & Sleator, 1977).The above literature suggests a number of limitations to previous evaluations of the effects of MPH. First, an overwhelming majority of studies have evaluated treatment effects based on subjective parent report, teacher report, and behavior rating scales. Unfortunately, these procedures are subject to informant bias and are often technically inadequate (Stoner, Carey, Ikeda, & Shinn, 1994...

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Section: Comprehensive School-based Behavioral Assessment Of the Effementioning

confidence: 99%

mentioning

confidence: 99%

Comprehensive School‐based Behavioral Assessment of the Effects of Methylphenidate

Gulley

Northup

1997

J of App Behav Analysis

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“…By investigating these two aspects of reinforcement separately it is possible to disentangle the processes that may underlie reinforcement sensitivity in ADHD in a within subject design (e.g., Haenlein and Caul 1987;Sagvolden et al 2005). In addition, knowledge regarding the sensitivity of children with ADHD to specific aspects of reinforcement may inform behavioral interventions for ADHD that make use of reinforcement contingencies (DuPaul et al 1992;McGoey and DuPaul 2000;Rapport et al 1982).…”

Section: Introductionmentioning

confidence: 99%

Modulation of Response Timing in ADHD, Effects of Reinforcement Valence and Magnitude

Luman

Oosterlaan

Sergeant

2007

J Abnorm Child Psychol

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The present study investigated the impact of reinforcement valence and magnitude on response timing in children with ADHD. Children were required to estimate a 1-s interval, and both the median response time (response tendency) and the intrasubject-variability (response stability) were investigated. In addition, heart rate and skin conductance were measured to examine the autonomic responses to reinforcement. Feedback-only trials were compared to low response cost trials (response cost for incorrect responses), low reward trials (reward for correct responses), high response cost and high reward trials. In feedback-only trials, children with ADHD underestimated more severely the interval and responded more variably than controls. Children with ADHD, unlike controls, were unaffected by the reinforcement conditions in terms of time underestimations. The variability of responding, on the other hand, decreased under conditions of reinforcement to a larger extent in children with ADHD than controls. There were no indications that children with ADHD were abnormally affected by the valence or magnitude of reinforcement. Furthermore, skin conductance responses increased when feedback was coupled with reinforcement, an effect which was larger in children with ADHD than controls. This could be interpreted as demonstrating that children with ADHD suffer from a diminished awareness of the significance of feedback in the feedback-only condition. The current study suggests that children with ADHD suffer from motivation problems when reinforcement was not available, at least when variability in responding was measured. Underestimations of time may reflect more stable deficits in ADHD.

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“…The corollary was that punishment did not work. Accumulated data, however, attest to the continued frequent use of negative feedback in dassroom environments (Strain, Lambert, Kerr, Stagg, & Lenker, 1983;White, 1975), to the efficacy of negative consequences for managing problematic behavior (e.g., Azrin & Powers, 1975;Drabman & Spitalnik, 1973;Iwata & Bailey, 1974;Rapport, Murphy, & Bailey, 1982;Van Houten, Nau, MacKenzieKeating, Sameoto, & Colavecchia, 1982), and to the failure of attempts to conduct dasses using only positive consequences (e.g., Becker, Madsen, Arnold, & Thomas, 1967;Hall et al, 1971;Rosen, O'Leary, Joyce, Conway, & Pfiffner, 1984;Sajwaj, Twardosz, & Burke, 1972). In the most recent attempt, Rosen et al (1984) demonstrated repeatedly that when special education teachers stopped providing negative feedback to students This research was supported in part by a grant from the Middle Country School District No.…”

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confidence: 99%

The Efficacy of an All‐positive Approach to Classroom Management

Pfiffner

Rosén

O’Leary

1985

J of App Behav Analysis

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This study addressed the question of whether an all-positive approach to classroom management can be effective. The on-task behavior and academic performance of eight, second-and third-grade children with behavior problems were examined. Results indicated that an all-positive approach that relied primarily on praise was not effective. However, when an individualized reward system was used, the children's rates of on-task behavior were high and stable. Similar effects were observed for academic productivity. Thus, a classroom can be managed using only positive consequences. However, to be successful, such an approach may require a considerable amount of teacher time and effort, particularly potent, varied and individual rewards, and high rates of appropriate behavior previously established using both positive and negative consequences.

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Ritalin vs. Response Cost in the Control of Hyperactive Children: A Within‐subject Comparison

Cited by 146 publications

References 32 publications

Comprehensive School‐based Behavioral Assessment of the Effects of Methylphenidate

Comprehensive School‐based Behavioral Assessment of the Effects of Methylphenidate

Modulation of Response Timing in ADHD, Effects of Reinforcement Valence and Magnitude

The Efficacy of an All‐positive Approach to Classroom Management

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