Tannock R, Schachar R J, Carr R P, Logan G D
Department of Psychiatry, Hospital for Sick Children, Toronto, Ontario, Canada.
Pediatrics. 1989 Oct;84(4):648-57.
In the present study, the effects of 0.3 mg/kg and 1.0 mg/kg of methylphenidate on the overt behavior and academic functioning of 12 children with an established diagnosis of attention deficit disorder with hyperactivity were evaluated. A double-blind, placebo-control, within-subject (crossover) design was used, in which each child was tested four times in each drug condition. Drug conditions were alternated on a bidaily basis and each child received two different drug conditions each day. The academic tasks were designed for evaluation of the relationship between task complexity and dose. Whereas overt behavior improved with increasing dose, academic functioning was improved with methylphenidate, but did not vary with either dose or task complexity. Also, investigated were potential carryover effects of a morning dose of methylphenidate on performance in the afternoon. Behavioral and academic improvements produced by a dose of 0.3 mg/kg in the morning were no longer evident in the afternoon, but a morning dose of 1.0 mg/kg produced behavioral improvements that were clinically and statistically discernible in the afternoon, although the academic improvements had dissipated.
在本研究中，评估了0.3毫克/千克和1.0毫克/千克哌甲酯对12名已确诊为注意力缺陷多动障碍儿童的明显行为和学业表现的影响。采用双盲、安慰剂对照、受试者内（交叉）设计，其中每个儿童在每种药物条件下接受四次测试。药物条件每隔一天交替一次，每个儿童每天接受两种不同的药物条件。学业任务旨在评估任务复杂性与剂量之间的关系。虽然明显行为随剂量增加而改善，但哌甲酯改善了学业表现，且未随剂量或任务复杂性而变化。此外，还研究了早晨剂量的哌甲酯对下午表现的潜在遗留效应。早晨0.3毫克/千克剂量产生的行为和学业改善在下午不再明显，但早晨1.0毫克/千克剂量产生的行为改善在下午在临床和统计学上是可辨别的，尽管学业改善已经消失。
