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Dose Effects on Classroom Academic and Social Behavior

William E. Pelham, PhD; Mary E. Bender, MA; Juesta Caddell, MA; Sharon Booth, MA; Samuel H. Moorer, MD

Arch Gen Psychiatry. 1985;42(10):948-952.

Abstract
• The short-term, dose-response effects of methylphenidate hydrochloride were evaluated on academic and social classroom measures in 29 children with attention deficit disorder. In a double-blind, cross-over design with order randomized, children received a placebo for two weeks and three doses of methylphenidate hydrochloride (0.15 mg/kg, 0.3 mg/kg, and 0.6 mg/kg) for one week each. Dependent measures included the output and accuracy of performance in grade-appropriate reading comprehension workbooks and arithmetic problems, spelling word acquisition, and observations of disruptive and on-task behavior. Beneficial drug effects and linear dose-response curves on all dependent measures were found. The results suggest that beneficial methylphenidate effects on classroom behavior may be accompanied by enhanced academic achievement in some hyperactive children.

Author Affiliations
From the Department of Psychology, Florida State University, Tallahassee. Ms Bender is now with the University of California, Irvine Medical Center, Orange, Calif; Ms Caddell is now with the Veterans Administration Medical Center and Ms Booth is with the Outreach Project, Jackson, Miss.

Footnotes
Accepted for publication May 31, 1984.

Read in part before the annual meeting of the American Psychological Association, Washington, DC, August 1982.

Reprint requests to Department of Psychology, Florida State University, Tallahassee, FL 32306 (Dr Pelham).

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