Comparing Classroom and Clinic Measures of Attention Deficit Disorder. Differential, Idiosyncratic, and Dose-Response Effects of Methylphenidate
Date of Original Version
The present investigation examined the utility of clinic-based testing (CPT: Continuous Performance Test) and classroom observations in detecting dose-related behavioral changes in Attention Deficit Disorder (ADD) children. Fourteen ADD children between 6 and 10 years of age participated in a double-blind, placebo-control, within-subject (crossover) design in which each child received three doses of methylphenidate (5, 10, 15 mg) in a randomly assigned sequence. A one-way multivariate analysis of covariance with repeated measures demonstrated a highly significant effect on the six dependent measures. A series of one-way analyses of covariance with repeated measures showed significant medication effects on classroom percentage of on-task behavior, percentage of assignments complete, percentage of accurate assignments, CPT omission and commission errors, and teacher ratings of children's behavior. Trend analyses revealed a significant quadratic relationship between the primary measures of attention and dose. Fixed-dose and milligram per kilogram plots were drawn and compared for a random subset of children to illustrate the idiosyncratic and task-specific behavior exhibited across doses. © 1986 American Psychological Association.
Publication Title, e.g., Journal
Journal of Consulting and Clinical Psychology
Rapport, Mark D., George J. DuPaul, Gary Stoner, and J. T. Jones. "Comparing Classroom and Clinic Measures of Attention Deficit Disorder. Differential, Idiosyncratic, and Dose-Response Effects of Methylphenidate." Journal of Consulting and Clinical Psychology 54, 3 (1986): 334-341. doi: 10.1037/0022-006X.54.3.334.