Northup J, Fusilier I, Swanson V, Huete J, Bruce T, Freeland J, Gulley V, Edwards S
Louisiana State University, Baton Rouge 70803, USA.
J Appl Behav Anal. 1999 Spring;32(1):35-50. doi: 10.1901/jaba.1999.32-35.
We evaluated separate and interactive effects between common classroom contingencies and methylphenidate (MPH) on disruptive and off-task behaviors for 4 children with a diagnosis of attention deficit hyperactivity disorder. Analogue conditions consisting of contingent teacher reprimands, brief time-out, no interaction, and alone were conducted in a multielement design. Medication status (MPH or placebo) was alternated across days in a superordinate multielement design. Results indicate that (a) the behavioral effects of MPH were influenced by one or more of the analogue conditions for each participant, and (b) time-out was associated with zero or near-zero levels of both disruptive and off-task behavior for 3 of the 4 participants during MPH and placebo conditions. Implications for the clinical effectiveness of MPH and possible behavioral mechanisms of action of MPH in applied settings are discussed.
我们评估了常见课堂应急措施与哌甲酯（MPH）对4名被诊断为注意力缺陷多动障碍儿童的破坏性行为和任务外行为的单独及交互作用。采用多因素设计，设置了由教师临时斥责、短暂隔离、无互动和单独等模拟情境。在一个上级多因素设计中，药物状态（MPH或安慰剂）隔天交替。结果表明：（a）MPH的行为效应受每个参与者一种或多种模拟情境的影响；（b）在MPH和安慰剂条件下，4名参与者中有3名在隔离期间破坏性行为和任务外行为水平为零或接近零。文中讨论了MPH的临床疗效及MPH在应用环境中可能的行为作用机制。
