Does Long-Term Medication Use Improve the Academic Outcomes of Youth with Attention-Deficit/Hyperactivity Disorder?
Does Long-Term Medication Use Improve the Academic Outcomes of Youth with Attention-Deficit/Hyperactivity Disorder?
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DOI：
10.1007/s10567-012-0117-8
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发表时间：
2012-09-01
影响因子：
6.9
通讯作者：
Becker, Stephen P.
中科院分区：
文献类型：
--
作者：
Langberg, Joshua M.;Becker, Stephen P.
患有注意力缺陷/多动障碍（ADHD）的青少年经常经历学业障碍，包括比同龄人低的成绩，以及保持成绩和辍学的风险增加。药物治疗是ADHD青少年最常用的治疗方法，因此了解药物使用在多大程度上改善了长期的学业功能至关重要。本文回顾了长期药物使用与ADHD青少年学业成绩之间关系的文献。进行了系统的文献检索，以确定自2000年以来发表的相关研究，这些研究跟踪了患有ADHD的青少年3年或更长时间。感兴趣的学术成果包括学校成绩，成绩测试成绩和年级保持率。确定了9项研究，报告了8个不同的纵向样本（研究N = 8，721）。这些研究表明，长期使用药物与标准化成绩评分的改善有关。然而，这些改善的幅度很小，临床或教育意义值得怀疑。学校成绩和年级保持率长期改善的证据不那么令人信服。这篇评论强调了方法上的考虑，为未来的研究提供了方向。使用多个来源来收集有关药物依从性的信息的重要性进行了讨论，包括使用的方法，如电子监视器，而不是仅仅依靠父母的报告或图表审查。未来的研究还应检查一系列药物依从性定义，以确定发病年龄，使用持续时间，剂量和/或使用一致性是否会调节长期药物使用和学术成果之间的关系。
Youth with Attention-Deficit/Hyperactivity Disorder (ADHD) frequently experience academic impairment, including lower grades than their peers and elevated risk for grade retention and school dropout. Medication is the most commonly used treatment for youth with ADHD, and it is therefore essential to understand the extent to which medication use improves long-term academic functioning. This paper reviews the literature on the relation between long-term medication use and the academic outcomes of youth with ADHD. A systematic literature search was conducted to identify pertinent studies published since 2000 that followed youth with ADHD for 3 or more years. Academic outcomes of interest included school grades, achievement test scores, and grade retention. Nine studies were identified reporting on eight distinct longitudinal samples (N across studies = 8,721). These studies demonstrate that long-term medication use is associated with improvements in standardized achievement scores. However, the magnitude of these improvements is small and the clinical or educational significance is questionable. Evidence for long-term improvements in school grades and grade retention is less compelling. This review highlights methodological considerations in providing directions for future research. The importance of using multiple sources to gather information about medication adherence is discussed, including use of methodologies such as electronic monitors, rather than relying solely on parent report or chart review. Future research should also examine a range of medication adherence definitions in order to determine whether age of onset, duration of use, dose, and/or consistency of use moderates the relation between long-term medication use and academic outcomes.