基于学校的哌甲酯疗效综合行为评估
Comprehensive school-based behavioral assessment of the effects of methylphenidate.
作者信息
Gulley V, Northup J
机构信息
Department of Psychology, Louisiana State University, Baton Rouge 70803, USA.
出版信息
J Appl Behav Anal. 1997 Winter;30(4):627-38. doi: 10.1901/jaba.1997.30-627.
Abstract
Individualized assessments of the effects of three doses of methylphenidate (MPH) were conducted for 2 students with attention deficit hyperactivity disorder within each child's classroom using behavioral, academic, and social measures. A double-blind, placebo-controlled, multielement design was used to evaluate the results. Results suggested that at least one or more dosages of MPH were associated with some degree of improvement for both children in each area of functioning as compared to placebo. However, the degree of improvement at times varied substantially across dosage and area of functioning. Results suggest that MPH dosage and area of child functioning are critical assessment parameters and that controlled clinical trials are necessary to optimize the effectiveness of treatment with MPH for the individual child.
摘要
在每个孩子的教室里，对两名患有注意力缺陷多动障碍的学生进行了三种剂量的哌甲酯（MPH）效果的个体化评估，采用了行为、学业和社交指标。使用双盲、安慰剂对照、多因素设计来评估结果。结果表明，与安慰剂相比，至少一种或多种剂量的MPH与两个孩子在每个功能领域的某种程度的改善相关。然而，改善程度有时在剂量和功能领域之间有很大差异。结果表明，MPH剂量和儿童功能领域是关键的评估参数，并且有必要进行对照临床试验以优化MPH对个体儿童治疗的有效性。
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