Evans S W, Pelham W E, Smith B H, Bukstein O, Gnagy E M, Greiner A R, Altenderfer L, Baron-Myak C
Department of Psychology, James Madison University, Harrisonburg, Virginia 22807, USA.
Exp Clin Psychopharmacol. 2001 May;9(2):163-75. doi: 10.1037//1064-1297.9.2.163.
The effects of methylphenidate on the academic performance and classroom behavior of 45 adolescents with attention deficit hyperactivity disorder were studied. During a 6-week, placebo-controlled medication assessment in the context of a summer treatment program, participants received a double-blind, crossover trial of 3 doses of methylphenidate. Dependent measures included note-taking quality, quiz and worksheet scores, written language usage and productivity, teacher ratings, on-task and disruptive behavior, and homework completion. Group data showed positive effects of methylphenidate on academic measures; however, the greatest benefit came with the lowest dose. Although additional benefit did occur for some participants with higher doses, the largest increment of change usually occurred between the placebo and 10-mg dose. Many adolescents did not experience added benefit with increased dosages, and in some cases they experienced deterioration. Guidelines for assessment of medication effects are discussed.
研究了哌甲酯对45名患有注意力缺陷多动障碍青少年的学业成绩和课堂行为的影响。在一个暑期治疗项目背景下进行的为期6周的安慰剂对照药物评估期间，参与者接受了3种剂量哌甲酯的双盲交叉试验。相关测量指标包括笔记质量、测验和作业成绩、书面语言运用和效率、教师评分、专注任务和破坏性行为以及家庭作业完成情况。分组数据显示哌甲酯对学业指标有积极影响；然而，最低剂量带来的益处最大。虽然一些服用较高剂量药物的参与者确实有额外的益处，但变化最大的增幅通常出现在安慰剂和10毫克剂量之间。许多青少年并未因剂量增加而获得更多益处，在某些情况下，他们的情况反而恶化了。文中还讨论了药物疗效评估的指导原则。
