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Classroom academic performance: improvement with both methylphenidate and dextroamphetamine in ADHD boys.

作者信息

Elia J, Welsh P A, Gullotta C S, Rapoport J L

机构信息

Child Psychiatry Branch, National Institute of Mental Health, Bethesda, MD 20892.

出版信息

J Child Psychol Psychiatry. 1993 Jul;34(5):785-804. doi: 10.1111/j.1469-7610.1993.tb01071.x.

DOI:10.1111/j.1469-7610.1993.tb01071.x
PMID:8340445
Abstract

Daily academic classroom performance was recorded in a day hospital school using a commonly employed reading and math series as part of an 11-week double-blind, placebo controlled, crossover comparison of dextroamphetamine (d-AMPH) and methylphenidate (MPH) in 33 hyperactive boys. Students attempted more math and reading tasks while on either active drug. The percent correct and the number of attempted problems of the reading series improved with both drugs while the percent correct for the math series occurred with d-AMPH only. No dose-response relationship was found for either stimulant. Moderate, transient adverse effects were common for both drugs.

摘要

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