Dose-response effects of methylphenidate on academic performance and overt behavior in hyperactive children

• Published in: Pediatrics (Evanston) Vol. 84; no. 4; pp. 648 - 657
• Main Authors: TANNOCK, R, SCHACHAR, R. J, CARR, R. P, LOGAN, G. D
• Format: Journal Article
• Language: English
• Published: Elk Grove Village, IL American Academy of Pediatrics 01-10-1989
• Subjects: Academic achievement; Attention Deficit Disorder with Hyperactivity - drug therapy; Attention Deficit Disorder with Hyperactivity - psychology; Behavior disorders in children; Biological and medical sciences; Child; Child Behavior - drug effects; Childhood mental disorders; Dose-Response Relationship, Drug; Double-Blind Method; Drug therapy; Educational Status; Female; Humans; Hyperactive children; Male; Mathematics; Medical sciences; Methylphenidate; Methylphenidate - administration & dosage; Methylphenidate - therapeutic use; Neuropharmacology; Pharmacology. Drug treatments; Physiological aspects; Psycholeptics: tranquillizer, neuroleptic; Psychology. Psychoanalysis. Psychiatry; Psychopharmacology; Human; Chemotherapy; Nervous system diseases; Treatment; CNS stimulant; Psychotropic; Hyperactive child syndrome; Child; Dose activity relation
• ISSN: 0031-4005; 1098-4275
• DOI: 10.1542/peds.84.4.648

In the present study, the effects of 0.3 mg/kg and 1.0 mg/kg of methylphenidate on the overt behavior and academic functioning of 12 children with an established diagnosis of attention deficit disorder with hyperactivity were evaluated. A double-blind, placebo-control, within-subject (crossover) design was used, in which each child was tested four times in each drug condition. Drug conditions were alternated on a bidaily basis and each child received two different drug conditions each day. The academic tasks were designed for evaluation of the relationship between task complexity and dose. Whereas overt behavior improved with increasing dose, academic functioning was improved with methylphenidate, but did not vary with either dose or task complexity. Also, investigated were potential carryover effects of a morning dose of methylphenidate on performance in the afternoon. Behavioral and academic improvements produced by a dose of 0.3 mg/kg in the morning were no longer evident in the afternoon, but a morning dose of 1.0 mg/kg produced behavioral improvements that were clinically and statistically discernible in the afternoon, although the academic improvements had dissipated.