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 dose-ranging study of a methylphenidate transdermal system in children with ADHD.
OBJECTIVE This was a multicenter , double-blind , r and omized , dose-ranging study of a methylpheni date ( MPH ) transdermal system ( MTS ) . Medication ( placebo , 0.45 , 0.9 , and 1.8 mg/h ) was crossed with application time ( 6 a.m. , 7 a.m. ) to evaluate MTS efficacy and influence of exposure time on morning effects . METHOD The study took place in a summer treatment program ( STP ) at three sites , with 36 children aged 7 - 12 years with attention-deficit/hyperactivity disorder . Each treatment was administered for 1 day in r and om order , for a total of 8 days . Behavioral and academic measures were taken as well as patch wear characteristics and side effects . RESULTS Evaluable participant data were analyzed in a series of dose x application time multivariate analyses of variance . All MTS conditions were significantly different from placebo across measures . Time of application had no significant effect on daily behavior , and effects of application time on morning behavior were inconclusive . Consistent with previous results in this setting , the highest dose produced limited incremental benefit compared with the mid-range dose . The wear characteristics of the MTS were acceptable , and the formulation was well tolerated . CONCLUSIONS The MTS produced significant effects that were similar to those previously reported with comparable MPH doses . There does not appear to be a substantial effect of application time on total daily functioning in this setting ; further controlled time-course studies will be necessary to evaluate the question of morning onset fully
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 .