Drug treatment benefited children in the amount of school work that they completed , by up to 15 % , and less consistently improved children ’s accuracy in specific types of academic assignments , such as arithmetic .
Methylpheni date , dexamfetamine and mixed amfetamine formulations all showed beneficial effects on children ’s on-task behaviour and academic work completion .
These review findings suggest that medication for ADHD has the potential to improve children ’s learning and academic achievement
Attention-deficit hyperactivity disorder ( ADHD ) has a significant impact on children ’s classroom behaviour , daily functioning and experience of school life .
However , the effects of drug treatment for ADHD on learning and academic achievement are not fully understood .
This review was undertaken to describe the effects of methylpheni date , dexamfetamine , mixed amfetamine salts and atomoxetine on children ’s on-task  behaviour and their academic performance , and to perform a meta- analysis to quantify these effects .
A 13-hour laboratory school study of lisdexamfetamine dimesylate in school-aged children with attention-deficit/hyperactivity disorder
Abstract Background Lisdexamfetamine dimesylate ( LDX ) is indicated for the treatment of attention-deficit/hyperactivity disorder ( ADHD ) in children 6 to 12 years of age and in adults . In a previous laboratory school study , LDX demonstrated efficacy 2 hours postdose with duration of efficacy through 12 hours . The current study further characterizes the time course of effect of LDX . Methods Children aged 6 to 12 years with ADHD were enrolled in a laboratory school study . The multicenter study consisted of open-label , dose-optimization of LDX ( 30 , 50 , 70 mg/d , 4 weeks ) followed by a r and omized , placebo-controlled , 2-way crossover phase ( 1 week each ) . Efficacy measures included the SKAMP ( deportment [ primary ] and attention [ secondary ] ) and PERMP ( attempted/correct ) scales ( secondary ) measured at predose and at 1.5 , 2.5 , 5 , 7.5 , 10 , 12 , and 13 hours postdose . Safety measures included treatment-emergent adverse events ( AEs ) , physical examination , vital signs , and ECGs . Results A total of 117 subjects were r and omized and 111 completed the study . Compared with placebo , LDX demonstrated significantly greater efficacy at each postdose time point ( 1.5 hours to 13.0 hours ) , as measured by SKAMP deportment and attention scales and PERMP ( P < .005 ) . The most common treatment-emergent AEs during dose optimization were decreased appetite ( 47 % ) , insomnia ( 27 % ) , headache ( 17 % ) , irritability ( 16 % ) , upper abdominal pain ( 16 % ) , and affect lability ( 10 % ) , which were less frequent in the crossover phase ( 6 % , 4 % , 5 % , 1 % , 2 % , and 0 % respectively ) . Conclusion In school-aged children ( 6 to 12 years ) with ADHD , efficacy of LDX was maintained from the first time point ( 1.5 hours ) up to the last time point assessed ( 13.0 hours ) . LDX was generally well tolerated , result ing in typical stimulant AEs . Trial registration Official Title : A Phase IIIb , R and omized , Double-Blind , Multi-Center , Placebo-Controlled , Dose-Optimization , Cross-Over , Analog Classroom Study to Assess the Time of Onset of Vyvanse ( Lisdexamfetamine Dimesylate ) in Pediatric Subjects Aged 6–12 With Attention-Deficit/Hyperactivity Disorder . Clinical Trials.gov Identifier : NCT00500149 http:// clinical
Drug treatment benefited children in the amount of school work that they completed , by up to 15 % , and less consistently improved children ’s accuracy in specific types of academic assignments , such as arithmetic .
Methylpheni date , dexamfetamine and mixed amfetamine formulations all showed beneficial effects on children ’s on-task behaviour and academic work completion .
These review findings suggest that medication for ADHD has the potential to improve children ’s learning and academic achievement
Attention-deficit hyperactivity disorder ( ADHD ) has a significant impact on children ’s classroom behaviour , daily functioning and experience of school life .
However , the effects of drug treatment for ADHD on learning and academic achievement are not fully understood .
This review was undertaken to describe the effects of methylpheni date , dexamfetamine , mixed amfetamine salts and atomoxetine on children ’s on-task  behaviour and their academic performance , and to perform a meta- analysis to quantify these effects .