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 .
Time Course of Treatment Effect of OROS® Methylphenidate in Children With ADHD
Objective : The authors evaluated the time course of the treatment effect of Osmotic-Release Oral System methylpheni date ( OROS ® MPH ) HCl ( Concerta ® , Raritan , NJ ) CII in children with ADHD . Method : Data were combined from two double-blind , r and omized , placebo-controlled , cross-over , analog classroom studies in children ( 9 - 12 years ) with ADHD . Participants received an individualized dose of placebo or OROS ® MPH on two laboratory school days . Permanent Product Math Test and Swanson , Kotkin , Agler , M-Flynn , and Pelham scores were evaluated 0.5 hr before dosing and 1 , 2 , 4 , 10 , 11 , and 12.5 hr post dose . Analysis used a repeated- measures mixed model . Results : Treatment effects were present at all postdose assessment points ( p < .0001 for all comparisons , n = 139 ) . Adverse events were similar to previous reports for OROS ® MPH . Conclusion : A robust treatment effect occurred with OROS ® MPH ; onset was at 1 hr and persisted for at least 12.5 hr after dosing
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 .