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 .
Analog classroom assessment of a once-daily mixed amphetamine formulation, SLI381 (Adderall XR), in children with ADHD.
OBJECTIVES This investigation was conducted primarily to assess the safety and efficacy of SLI381 ( Adderall XR ) , developed as a once-daily treatment for children with attention-deficit/hyperactivity disorder ( ADHD ) . Secondary objectives included examination of the time course , pharmacokinetic , and pharmacodynamic properties of SLI381 . METHOD This was a r and omized , double-blind , crossover study of three doses of SLI381 ( 10 , 20 , and 30 mg ) , placebo , and an active control ( Adderall 10 mg ) given once daily to 51 children with ADHD . Weekly assessment s in an analog classroom setting included blind ratings of attention and deportment and a performance measure ( math test ) obtained every 1.5 hours over a 12-hour period . RESULTS SLI381 was well tolerated . All active treatment conditions displayed significant time course effects and were superior to placebo in improving efficacy measures . Dose-dependent improvements were evident for SLI381 . SLI381 20 and 30 mg and Adderall all showed rapid improvements by 1.5 hours , but only the SLI381 20- and 30-mg doses showed continued activity at 10.5 and 12 hours for classroom behavior and math test performance versus placebo . CONCLUSIONS These data provide support for the benefit of this novel , once-daily amphetamine preparation in the treatment of ADHD . The longer duration of action of SLI381 has the potential to simplify psychostimulant dosing , thus reducing dose diversion and eliminating the need for in-school administration . SLI381 appears to be a useful treatment option for many children with ADHD
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 .