The Effects of Methylphenidate on ADHD Adolescents in Recreational, Peer Group, and Classroom Settings

Pelham, William E.; Vodde-Hamilton, Mary; Murphy, Debra A.; Greenstein, Jonathan; Vallano, Gary

doi:10.1207/s15374424jccp2003_8

Cited by 37 publications

(9 citation statements)

References 31 publications

(20 reference statements)

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“…Unfortunately, the number of studies reporting on teacher-rated symptom improvements and math productivity as well as reading was insufficient for meta-regression. Further, most studies reporting on ontask behavior and academic performance measures indicate simultaneous improvements on both with improvements in on-task behavior ranging from 2.9 to 12.0% [20, 24, 32, [48][49][50][51][52][53][54][55]. Unfortunately, the number of studies in the current study was too small to test the mediating effects of on-task behavior using meta-regression.…”

Section: Discussionmentioning

confidence: 92%

Does methylphenidate improve academic performance? A systematic review and meta-analysis

Kortekaas-Rijlaarsdam

Luman

Sonuga‐Barke

et al. 2018

Eur Child Adolesc Psychiatry

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Academic improvement is amongst the most common treatment targets when prescribing stimulants to children with ADHD. Previous reviews on stimulant-related academic improvements are inconclusive and focus on task engagement. Recent literature suggests outcome-domain-specific medication effects that are larger for productivity than for accuracy. The aims of this study are quantifying methylphenidate effects on academic productivity and accuracy for math, reading, spelling; exploring the mediating or moderating effects of symptom improvements, demographic-, design-and disorder-related variables. PubMed, EMBASE, ERIC and PsycINFO were searched for articles reporting methylphenidate effects on academic productivity and accuracy. Thirty-four studies met entry criteria. Methylphenidate improved math productivity (7.8% increase, p < .001); math accuracy (3.0% increase, p = .001); increased reading speed (SMD .47, p < .001) but not reading accuracy. None of the mediators or moderators tested affected methylphenidate efficacy. Academic improvements were small compared to symptom improvements; qualitative changes limited to math. Clinicians should take this discrepancy into account when prescribing medication for ADHD.

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Section: Discussionmentioning

confidence: 92%

Does methylphenidate improve academic performance? A systematic review and meta-analysis

Kortekaas-Rijlaarsdam

Luman

Sonuga‐Barke

et al. 2018

Eur Child Adolesc Psychiatry

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“…However, six studies were identified from the literature that directly examined age as a moderator of stimulant treatment outcome in children and adolescents albeit often across a narrow age range [27, 46, 111, [134][135][136] and one in adults [128]. Whilst the findings from these studies are somewhat inconsistent, this is probably a consequence of the small numbers of participants in many studies and the limited age ranges of some.…”

Section: Is There Any Evidence That Age Is a Moderator Of Stimulant Ementioning

confidence: 99%

Stimulant Drug Effects on Attention Deficit/Hyperactivity Disorder: A Review of the Effects of Age and Sex of Patients

Cornforth¹,

Sonuga‐Barke²,

Coghill³

2010

CPD

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Objective: Because dopamine functioning varies by sex and age it might be expected that the effects of methylphenidate or amfetamine, the psychostimulants used for the treatment of Attention Deficit /Hyperactivity Disorder (ADHD), will also be moderated by these factors.Here we review the published literature on whether stimulant effects in ADHD symptoms vary by age and sex. Results: Randomised controlled trials confirm that stimulant medication is efficacious for, and well tolerated by, males and females and patients across the age range; although preschoolers appear to have a less beneficial response and more side effects. Few studies that specifically examined the moderating effect of age and/or sex were identified. For sex, no effects on overall response were found, although one study reported that sex moderated methylphenidate pharmacodynamics. The few effects found for age were small and inconsistent. Conclusions:The available evidence suggests that stimulant medication, when appropriately administered, has efficacy as an ADHD treatment for both sexes and across all ages. There are currently too few published papers examining the effects of sex and age to draw strong conclusions about moderation. Further studies of the pharmacodynamics of stimulants on ADHD MEDICATION MODERATORS 3 symptoms measured using objective tests in the laboratory or classroom setting need to be undertaken.

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“…A substantial percentage of children diagnosed with ADHD will continue to experience clinically meaningful symptoms through young adulthood (Pelham, Vodde-Hamilton, Murphy, Greenstein, & Vallano, 1991;Wender, 1995), although there is a wide range of prevalence estimates across studies (Wilens, Biederman, & Spencer, 2002). While much of the current information on adult manifestations is anecdotal (Barkley, Murphy, &Kwasnick, 1996b;Wender, 1995), a growing empirical literature has documented maladjustment across several domains, including neurological (e.g., Dinn, Robbins, & Harris, 2001), educational (e.g., Mannuzza, Klein, Bessler, Malloy, & LaPadula, 1993), and occupational (e.g., motor vehicle operation; Barkley, Murphy, & Kwasnick, 1996a) impairments, among others (see review in Mannuzza & Klein, 1999).…”

Section: Adhd In Late Adolescents and Adults: Evidence Of Persistent Psychopathologymentioning

confidence: 99%

Differences in heterosocial behavior and outcomes of ADHD-symptomatic subtypes in a college sample

Canu

Carlson

2003

J Atten Disord

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The purpose of this study was to explore heterosocial relational outcomes in a college-aged sample showing symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD). Using questionnaires and a behavioral observation task, dating, sexual, and social outcomes were examined in three groups: 24 non-ADHD controls, 27 ADHD-Combined (ADHD/C) Type, and 13 ADHD-Primarily Inattentive (ADHD/IA) Type. The ADHD/IA group showed a consistent pattern of passivity and inexperience and was perceived relatively negatively by female confederates, whereas the ADHD/C group reported increased sexual drive and early dating experience. The effects of externalizing comorbidity differed by DSM-IV ADHD subtype. These findings indicate that ADHD-symptomatic adults differ by DSM-IV subtype in the manifestation of heterosocial deficits. Results suggest specific and divergent types of psychosocial intervention with ADHD/C versus ADHD/IA clients.

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The Effects of Methylphenidate on ADHD Adolescents in Recreational, Peer Group, and Classroom Settings

Cited by 37 publications

References 31 publications

Does methylphenidate improve academic performance? A systematic review and meta-analysis

Does methylphenidate improve academic performance? A systematic review and meta-analysis

Stimulant Drug Effects on Attention Deficit/Hyperactivity Disorder: A Review of the Effects of Age and Sex of Patients

Differences in heterosocial behavior and outcomes of ADHD-symptomatic subtypes in a college sample

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