Methylphenidate, Academic Performance, and Behavior
نویسندگان
چکیده
منابع مشابه
Dose-response effects of methylphenidate on academic performance and overt behavior in hyperactive children.
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 w...
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PURPOSE: To determine the relationships between objectively measured and self-reported physical activity, sedentary behavior, and academic performance in Finnish children. METHODS: Two hundred seventy-seven children from five schools in the Jyväskylä school district in Finland (58% of the 475 eligible students; mean age 12.2 years; 56% girls) participated in the study in the spring of 2011. Sel...
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The effects of methylphenidate on the academic performance and classroom behavior of 45 adolescents with attention deficit hyperactivity disorder were studied. During a 6-week, placebo-controlled medication assessment in the context of a summer treatment program, participants received a double-blind, crossover trial of 3 doses of methylphenidate. Dependent measures included note-taking quality,...
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Methylphenidate (MPH) is the active ingredient of stimulant drugs that are frequently prescribed to individuals with Attention Deficit / Hyperactivity Disorder (ADHD). In this chapter we examine the effect of MPH on different aspects of cognitive performance. The reviewed findings suggest that MPH effectively enhances sustained attention, response inhibition, and working memory capacities; yet ...
متن کاملEffects of methylphenidate and expectancy on children with ADHD: behavior, academic performance, and attributions in a summer treatment program and regular classroom settings.
Pharmacological and expectancy effects of 0.3 mg/kg methylphenidate on the behavior and attributions of boys with attention-deficit/hyperactivity disorder were evaluated. In a within-subject, balanced-placebo design, 136 boys received 4 medication-expectancy conditions. Attributions for success and failure on a daily report card were gathered. Assessments took place within the setting of a summ...
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ژورنال
عنوان ژورنال: Pediatric Neurology Briefs
سال: 1989
ISSN: 2166-6482,1043-3155
DOI: 10.15844/pedneurbriefs-3-10-9