Does methylphenidate improve academic performance? A systematic review and meta-analysis

European Child & Adolescent Psychiatry - Tập 28 - Trang 155-164 - 2018
Anne Fleur Kortekaas-Rijlaarsdam1, Marjolein Luman1, Edmund Sonuga-Barke2, Jaap Oosterlaan1
1Clinical Neuropsychology Section, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
2Department of Child and Adolescent Psychiatry, Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London, England, UK

Tóm tắt

Academic improvement is amongst the most common treatment targets when prescribing stimulants to children with ADHD. Previous reviews on stimulant-related academic improvements are inconclusive and focus on task engagement. Recent literature suggests outcome-domain-specific medication effects that are larger for productivity than for accuracy. The aims of this study are quantifying methylphenidate effects on academic productivity and accuracy for math, reading, spelling; exploring the mediating or moderating effects of symptom improvements, demographic-, design- and disorder-related variables. PubMed, EMBASE, ERIC and PsycINFO were searched for articles reporting methylphenidate effects on academic productivity and accuracy. Thirty-four studies met entry criteria. Methylphenidate improved math productivity (7.8% increase, p < .001); math accuracy (3.0% increase, p = .001); increased reading speed (SMD .47, p < .001) but not reading accuracy. None of the mediators or moderators tested affected methylphenidate efficacy. Academic improvements were small compared to symptom improvements; qualitative changes limited to math. Clinicians should take this discrepancy into account when prescribing medication for ADHD.

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European Child & Adolescent Psychiatry

Tập 28

155-164

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