None of the mediators or moderators tested affected methylpheni date efficacy .
Academic improvements were small compared to symptom improvements ; qualitative changes limited to math .
Academic improvement is amongst the most common treatment targets when prescribing stimulants to children with ADHD .
Previous review s 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 methylpheni date 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 .
A dose-response analysis of the effects of methylphenidate on the peer interactions and simulated classroom performance of ADD children with and without conduct problems.
To examine the social effects of methylpheni date , groups of 15 attention-deficit disordered boys with ( ADD ) and 15 ADD boys without conduct problems ( ADD/CP ) were paired with normal peers . ADD and ADD/CP children showed a different pattern of responses to methylpheni date . While on task behavior in ADD/CP dyads increased at 0.15 mg/kg doses , increases in ADD dyads were not observed until doses reached 0.50 mg/kg . Although controlling interaction in ADD children decreased at 0.15 mg/kg , the controlling behavior of ADD/CP children did not decline at either dose . Peers of both ADD and ADD/CP children showed reciprocal declines in controlling behavior . In both free play and cooperative task situations , 0.15 mg/kg increased social interaction in ADD boys and decreased social interaction in ADD/CP boys
None of the mediators or moderators tested affected methylpheni date efficacy .
Academic improvements were small compared to symptom improvements ; qualitative changes limited to math .
Academic improvement is amongst the most common treatment targets when prescribing stimulants to children with ADHD .
Previous review s 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 methylpheni date 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 .