Subject(s)
Hospitals, Pediatric/history , Parents/education , Female , History, 20th Century , Humans , MaleSubject(s)
Attention Deficit Disorder with Hyperactivity/complications , Learning Disabilities/etiology , Achievement , Age Factors , Child , Cognition , Discrimination, Psychological , Female , Functional Laterality , Humans , Hyperkinesis/complications , Intelligence , Male , Motor Skills , Sex Factors , Verbal Behavior , Visual PerceptionABSTRACT
Effects of Ritalin upon scholastic achievement of 18 academically deficient children were studied, in an attempt to validate findings of an earlier study of similar design. Results, in keeping with the previous research, indicate that while Ritalin affects behavior, it does not enhance learning, and may in fact mask academic problems. It is urged that the drug be used sparingly and critically, and only in conjunction with other modes of intervention.
Subject(s)
Child Behavior/drug effects , Learning/drug effects , Methylphenidate/therapeutic use , Underachievement , Child , Clinical Trials as Topic , Drug Evaluation , Female , Humans , Hyperkinesis/complications , Hyperkinesis/drug therapy , Intelligence Tests , Male , Placebos , Psychological Tests , Time FactorsABSTRACT
The various childhood problems that are often subsumed under the heading of "hyperactivity" occur in various combinations and, apparently, for various reasons. The designation does not define a homogeneous group of children, does not consistently point to a common cause, and has treatment implications only in the sense that multiple simultaneous approaches must typically be considered. Stimulant drugs, which seem frequently to be used for control of so-called hyperactivity, are an inadequate treatment when used alone, have a number of poorly studied effects, some of which are apparently negative, and may obscure problems other than the hyperactivity itself, which then may be ignored. There is some evidence now available that classroom learning does not improve with drug treatment despite common assumptions to the contrary.
