SINGLE AND COMBINED EFFECTS OF METHYLPHENIDATE AND BEHAVIOR-THERAPY ON THE CLASSROOM PERFORMANCE OF CHILDREN WITH ATTENTION-DEFICIT HYPERACTIVITY DISORDER
SINGLE AND COMBINED EFFECTS OF METHYLPHENIDATE AND BEHAVIOR-THERAPY ON THE CLASSROOM PERFORMANCE OF CHILDREN WITH ATTENTION-DEFICIT HYPERACTIVITY DISORDER
复制标题
DOI：
10.1007/bf00916549
复制
发表时间：
1992-04-01
影响因子：
3.6
通讯作者：
DIXON, J
中科院分区：
文献类型：
--
作者：
CARLSON, CL;PELHAM, WE;DIXON, J
24名患有注意力缺陷多动障碍（ADHD）的男孩参加了一个密集的夏季治疗计划，每个人都接受了b.i.d.安慰剂和两种剂量的哌醋甲酯（MPH，0.3mg/kg和0.6mg/kg）与两种教室设置交叉：包括代币经济系统、暂停和每日家庭报告卡的行为矫正教室，以及不使用这些程序的“常规”教室设置。 因变量包括课堂观察的任务和破坏性行为，学术工作的完成和准确性，以及日常自我评价的表现。 MPH和行为矫正都能显著改善儿童的课堂行为，但只有MPH能改善儿童的学习效率和准确性。 单独地，行为疗法和0.3 mg/kg PMH在课堂行为上产生了大致相当的改善。 此外，行为治疗和0.3 mg/kg MPH的组合导致最大的行为改善，这与单独使用0.6 mg/kg MPH获得的结果几乎相同。
Twenty-four boys with attention deficit-hyperactivity disorder (ADHD) participating in an intensive summer treatment program each received b.i.d. placebo and two doses of methylphenidate (MPH, 0.3 mg/kg and 0.6 mg/kg) crossed with two classroom settings: a behavior modification classroom including a token economy system, time out and daily home report card, and a "regular" classroom setting not using these procedures. Dependent variables included classroom observations of on-task and disruptive behavior, academic work completion and accuracy, and daily self-ratings of performance. Both MPH and behavior modification alone significantly improved children's classroom behavior, but only MPH improved children's academic productivity and accuracy. Singly, behavior therapy and 0.3 mg/kg PMH produced roughly equivalent improvements in classroom behavior. Further, the combination of behavior therapy and 0.3 mg/kg MPH resulted in maximal behavioral improvements, which were nearly identical to those obtained with 0.6 mg/kg MPH alone.