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 Adderall in children with ADHD.
OBJECTIVE This was a r and omized , double-blind , crossover study of 30 children with attention-deficit/hyperactivity disorder ( ADHD ) that evaluated the time course effects of four doses of Adderall ( 5 , 10 , 15 , and 20 mg ) , an inactive control ( placebo ) , and a positive control ( clinical dose of methylpheni date ) . METHOD For each treatment condition , a capsule was administered in the morning and assessment s were performed in an analog classroom setting every 1.5 hours across the day . Subjective ( teacher ratings of deportment and attention ) and objective ( scores on math tests ) measures were obtained for each classroom session , and these measures were used to evaluate time-response and dose response effects of Adderall . RESULTS For doses of Adderall greater than 5 mg , significant time course effects were observed . Rapid improvements on teacher ratings and math performance were observed by 1.5 hours after administration , and these effects dissipated by the end of the day . The specific pattern of time course effects depended on dose : the time of peak effects and the duration of action increased with dose of Adderall . CONCLUSIONS This documentation of efficacy in a controlled study supports the addition of Adderall to the armamentarium of psychotropic medications for the treatment of ADHD . The differences in time-response patterns of Adderall and methylpheni date may help tailor treatment to meet specific clinical needs of different 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 .