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 .
The Effects of Methylphenidate on Word Decoding Accuracy in Boys With Attention-Deficit/Hyperactivity Disorder
The investigation aim ed to delineate the immediate effect of methylpheni date on decoding in the comorbid condition of attention-deficit/hyperactivity disorder and reading disorder . Boys with attention-deficit/hyperactivity and reading disorders ( n = 25 ) between the ages of 7.9 and 11.7 years , with at least average intelligence and verbal processing abilities participated in a double-blind , acute , r and omized , placebo-controlled crossover trial with a single dose of methylpheni date 0.3 to 0.4 mg/kg with weekly intervals between testing sessions . The test battery included tasks of attention/control functions and reading domain functions . Paired comparisons and first trial group comparison comparing performance under placebo and under methylpheni date were used . Methylpheni date selectively improved strategy /set shift ( P = 0.004 ) and facilitated improvement both in rapid naming ( P = 0.043 ) and word/nonword accuracy ( P = 0.028/P = 0.035 ) . These findings lend support to a possible influence of methylpheni date on cognitive attention functions related to reading skills in the comorbid group
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 .