Denney C B, Rapport M D
Department of Psychology, University of Hawaii, Honolulu 96822, USA.
J Am Acad Child Adolesc Psychiatry. 1999 Apr;38(4):393-401. doi: 10.1097/00004583-199904000-00011.
To evaluate the theoretical merit and empirical validity of models designed to predict response to methylphenidate (MPH) among children with attention-deficit/hyperactivity disorder (ADHD).
Seventy-six children with ADHD received each of 4 counterbalanced doses of MPH (5, 10, 15, and 20 mg) in the context of a double-blind, placebo-controlled, within-subject (crossover) experimental design. Logical and conceptual foundations of 3 models of MPH response were subjected to critical scrutiny, and patterns of relationship anticipated on the basis of these models were subjected to empirical analysis.
The conceptual foundations of all reviewed models were found to be substantially flawed, and none provided an adequate empirical basis for predicting response to MPH among children with ADHD.
The observed pattern of relationships suggests that magnitudes of response to MPH in domains of classroom attention and behavioral disinhibition are correlated and differentially predictive of response on measures of academic performance and teacher-rated behavior.
评估旨在预测注意力缺陷多动障碍（ADHD）儿童对哌甲酯（MPH）反应的模型的理论价值和实证效度。
76名ADHD儿童在双盲、安慰剂对照、受试者内（交叉）实验设计中接受了4种平衡剂量的MPH（5、10、15和20毫克）。对MPH反应的3种模型的逻辑和概念基础进行了严格审查，并对基于这些模型预期的关系模式进行了实证分析。
发现所有审查模型的概念基础都存在重大缺陷，没有一个模型为预测ADHD儿童对MPH的反应提供充分的实证依据。
观察到的关系模式表明，课堂注意力和行为抑制领域对MPH的反应程度是相关的，并且对学业成绩和教师评定行为的测量结果有不同的预测作用。
