Gittelman-Klein R, Klein D F, Abikoff H, Katz S, Gloisten A C, Kates W
J Abnorm Child Psychol. 1976;4(4):361-79. doi: 10.1007/BF00922533.
Children reported to be hyperactive in school and with behavior difficulties at home were randomly assigned to methylphenidate, behavior therapy and placebo, or behavior therapy with methylphenidate for an 8-week period. Rating scales were obtained from teachers and parents. Independent blind observers rated childrens' classroom bheavior on a weekly basis. A behavior therapy program was implemented in the home and at school. Methylphenidate dosage was individualized. Ratings of behavior deviance were significantly reduced by all treatments. However, a significant advantage for the groups receiving methylphenidate was found over the group receiving behavior therapy and placebo. No significant differences between methylphenidate alone and methylphenidate combined with behavior therapy were obtained. Global ratings of improvement done by teachers favored the combined treatment of behavior therapy and methylphenidate over behavior therapy and placebo. No differences among treatments were found in the mothers' global ratings of improvement. The results indicate that though all three treatments were effective, methylphenidate was significantly superior to behavior therapy alone.
据报告，在学校表现多动且在家有行为问题的儿童被随机分为三组，分别接受哌甲酯治疗、行为疗法加安慰剂治疗，或行为疗法加哌甲酯治疗，为期8周。从教师和家长那里获取了评分量表。独立的盲法观察者每周对儿童的课堂行为进行评分。在家庭和学校实施了行为疗法项目。哌甲酯剂量是个体化的。所有治疗方法均显著降低了行为偏差评分。然而，发现接受哌甲酯治疗的组比接受行为疗法加安慰剂治疗的组有显著优势。单独使用哌甲酯与哌甲酯联合行为疗法之间未发现显著差异。教师进行的总体改善评分表明，行为疗法与哌甲酯联合治疗优于行为疗法加安慰剂治疗。母亲对总体改善的评分在各治疗组之间未发现差异。结果表明，虽然三种治疗方法均有效，但哌甲酯明显优于单独的行为疗法。
