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 .
Reliability and validity of the SKAMP rating scale in a laboratory school setting.
In children with attention deficit hyperactivity disorder ( ADHD ) , the effects of methylpheni date were investigated in a pharmacodynamic comparison of placebo and the st and ard b.i.d . administration of methylpheni date . In each of these conditions , teachers completed ratings in classroom setting s at times chosen to coincide with expected " peaks " and " troughs " of serum concentrations in the b.i.d . condition . Analyses of variance ( ANOVAs ) revealed the expected differences between the two conditions in the laboratory classroom setting using st and ard rating scales ( Conners and the IOWA Conners ) and a new rating scale ( the SKAMP ) , which specifically measures the classroom manifestation of ADHD . The psychometric properties of the SKAMP were evaluated by calculating test-retest reliability and by calculating correlations with the st and ard rating scales to establish concurrent validity
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 .