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Psychostimulant effects on academic and behavioral measures for ADHD junior high school students in a lecture format classroom

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Abstract

This study evaluated the effects of two doses of psychostimulants on nine ADHD students' performance in a classroom designed to be analogous to a junior high school American history class conducted during a summer treatment program. Double-bline, placebo-controlled assessment revealed significant and clinically important effects of psychostimulants on quiz and test performance, observations of attention and behavior during lectures, and teacher ratings, as well as accuracy on assignments completed during study hall. Analysis of individual differences revealed a 66% positive response rate. The implications for use of psychostimulants with ADHD young adolescents are discussed.

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Authors and Affiliations

  1. University of Pittsburgh, 15213, Pittsburgh, Pennsylvania

    Steven W. Evans Ph.D. & William E. Pelham

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  1. Steven W. Evans Ph.D.
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  2. William E. Pelham
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Additional information

This research was conducted while the second author was supported in part by grants from the National Institute on Alcohol Abuse and Alcoholism (AA06267) and the National Institute on Drug Abuse (DA 05605). This study was conducted during the 1989 Summer Treatment Program (STP) conducted by the Attention Deficit Disorder Program at the Western Psychiatric Institute and Clinic. We thank WPIC for its support, as well as the ADD and STP program staffs for their helpful cooperation, particularly Kelly Davis, Karen Greenslade, Vincent Grudberg, Gray Vallano, and Mary Vodde-Hamilton.

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Evans, S.W., Pelham, W.E. Psychostimulant effects on academic and behavioral measures for ADHD junior high school students in a lecture format classroom. J Abnorm Child Psychol 19, 537–552 (1991). https://doi.org/10.1007/BF00925819

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  • DOI: https://doi.org/10.1007/BF00925819

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