The Single and Combined Effects of Multiple Intensities of Behavior Modification and Methylphenidate for Children With Attention Deficit Hyperactivity Disorder in a Classroom Setting

Currently behavior modification, stimulant medication, and combined treatments are supported as evidence-based interventions for attention deficit hyperactivity disorder in classroom settings. However, there has been little study of the relative effects of these two modalities and their combination...

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Published inSchool psychology review Vol. 36; no. 2; pp. 195 - 216
Main Authors Fabiano, Gregory A., Pelham, William E., Gnagy, Elizabeth M., Burrows-MacLean, Lisa, Coles, Erika K., Chacko, Anil, Wymbs, Brian T., Walker, Kathryn S., Arnold, Fran, Garefino, Allison, Keenan, Jenna K., Onyango, Adia N., Hoffman, Martin T., Massetti, Greta M., Robb, Jessica A.
Format Journal Article
LanguageEnglish
Published Bethesda Taylor & Francis 01.06.2007
National Association of School Psychologists
Taylor & Francis Ltd
Subjects
Attention Deficit Disorders
Attention deficit hyperactivity disorder
Behavior Modification
Case Studies
Children & youth
Classroom Environment
Classroom Techniques
Clinical trials
Contingency Management
Costs
Drug Therapy
Hyperactivity
Medical treatment
Outcomes of Treatment
Productivity
School psychologists
Side effects
Stimulants
Student Behavior
Studies
Teacher Attitudes
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Summary:Currently behavior modification, stimulant medication, and combined treatments are supported as evidence-based interventions for attention deficit hyperactivity disorder in classroom settings. However, there has been little study of the relative effects of these two modalities and their combination in classrooms. Using a within-subject design, the present study investigated the single effects of behavior modification (no, low, and high intensity), methylphenidate (placebo, 0.15, 0.30, and 0.60 mg/kg), and the combination of these treatments in an analogue classroom setting with 48 children (ages 6-12) diagnosed with attention deficit hyperactivity disorder. Results indicated substantial effects of both unimodal treatments and their combination on measures of classroom behavior, productivity, and teacher ratings of functioning. The results are discussed in light of the current literature on single and combined treatments for attention deficit hyperactivity disorder.
ISSN:0279-6015
2372-966X
2372-966X
DOI:10.1080/02796015.2007.12087940