Effects of Stimulant Medication on Learning in Children with ADHD

Journal of Learning Disabilities - Tập 24 Số 4 - Trang 219-230 - 1991
James M. Swanson1, Dennis P. Cantwell2, Marc Lerner3, Keith McBurnett4, Gregory L. Hanna5
1James M. Swanson is a professor of pediatrics, psychiatry and social science at the University of California, Irvine. He received his PhD in psychology from the Ohio State University in 1970. Address: James M. Swanson. Department of Pediatrics, University of California, Iwine 19262 Jambomree, Irvine, CA 92715.
2Dennis Cantwell is a professor of psychiatry at the University of California, Los Angeles. He received his MD from Washington University in 1965.
3Marc Lerner is an associate clinical professor of pediatrics at the University of California, Irvine. He received his MD degree from Mt. Sinai School of Medicine in 1977.
4Keith McBurnett is an assistant professor of Pediatrics at the University of California, Irvine. He received his PhD from the University of Georgia in 1989.
5Greg Hanna is an assistant professor of psychiatry at the University of California, Los Angeles. He received his MD from University of Oklahoma School of Medicine in 1981.

Tóm tắt

It is well established that stimulant medication improves classroom manageability and attention in terms of time on task, but does stimulant medication improve learning or long-term academic achievement in children with ADHD? There is no clear evidence that it does, but there are at least two reasons why beneficial effects may be obscured in research studies and clinical practice: (1) Higher-than-optimal doses may be prescribed if behavioral response (rather than cognitive response) is used to titrate the dose, and (2) treatment may be overinclusive if diagnostic groups are targeted in which a significant proportion of cases do not have favorable cognitive responses to medication. This article addresses these two issues and describes a large clinical series of patients who were evaluated using a double-blind medication assessment protocol designed to overcome some of the theoretical deficiencies suggested by these issues.

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Journal of Learning Disabilities

Tập 24 Số 4

219-230

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