Stoner G, Carey S P, Ikeda M J, Shinn M R
University of Oregon, Eugene 97403.
J Appl Behav Anal. 1994 Spring;27(1):101-13. doi: 10.1901/jaba.1994.27-101.
Two case studies were conducted to investigate the utility of curriculum-based measurement of math and reading for evaluating the effects of methylphenidate on the academic performance of 2 students diagnosed with attention deficit hyperactivity disorder. Following baseline measurement, double-blind placebo-controlled procedures were employed to evaluate each student's response to three levels (5 mg, 10 mg, and 15 mg) of the medication. Results of the first study suggest that the curriculum-based measures were sensitive indicators of the student's response to medication. This finding was replicated in the second study. In the second study, when the student's follow-up dose of medication was based on trial-phase data, follow-up performance was improved compared to baseline performance. These case studies suggest that further research is warranted on the utility of curriculum-based measurements for monitoring and evaluating stimulant medication interventions with children with this disorder.
进行了两项案例研究，以调查基于课程的数学和阅读测评对于评估哌甲酯对两名被诊断患有注意力缺陷多动障碍学生学业成绩影响的效用。在进行基线测评之后，采用双盲安慰剂对照程序来评估每名学生对三个剂量水平（5毫克、10毫克和15毫克）药物的反应。第一项研究结果表明，基于课程的测评是学生对药物反应的敏感指标。这一发现在第二项研究中得到了重复验证。在第二项研究中，当学生的药物后续剂量基于试验阶段数据时，与基线表现相比，后续表现有所改善。这些案例研究表明，有必要进一步研究基于课程的测评在监测和评估患有该障碍儿童的兴奋剂药物干预措施方面的效用。
