Pharmacological intervention research for academic outcomes for students with ADHD

Joseph B. Ryan; Robert Reid; Michael H. Epstein; Cynthia Ellis; Joseph H. Evans

doi:10.1177/019874290503000206

Pharmacological intervention research for academic outcomes for students with ADHD

Joseph B. Ryan, Robert Reid, Michael H. Epstein, Cynthia Ellis, Joseph H. Evans

Research output: Contribution to journal › Article › peer-review

6 Scopus citations

Abstract

This study reviews the status and trends of pharmacological intervention research focused on the academic functioning of children and adolescents with attention deficit hyperactivity disorder (ADHD). Forty-two studies involving 1,668 participants were included in the review. Results indicated: (1) information on participants is limited; (2) relatively few studies have investigated the effects of psychotropic medications among adolescent populations; (3) the types of medications investigated are limited; (4) dependent measures are often lacking in sophistication (i.e., number of math problems correct); (5) treatments have been limited to short-term interventions; and (6) medication-type interventions resulted in a moderate beneficial effect across academic subject areas for children and adolescents with ADHD.

Original language	English (US)
Pages (from-to)	135-154
Number of pages	20
Journal	Behavioral Disorders
Volume	30
Issue number	2
DOIs	https://doi.org/10.1177/019874290503000206
State	Published - Feb 2005

ASJC Scopus subject areas

Education
Developmental and Educational Psychology
Clinical Psychology

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AB - This study reviews the status and trends of pharmacological intervention research focused on the academic functioning of children and adolescents with attention deficit hyperactivity disorder (ADHD). Forty-two studies involving 1,668 participants were included in the review. Results indicated: (1) information on participants is limited; (2) relatively few studies have investigated the effects of psychotropic medications among adolescent populations; (3) the types of medications investigated are limited; (4) dependent measures are often lacking in sophistication (i.e., number of math problems correct); (5) treatments have been limited to short-term interventions; and (6) medication-type interventions resulted in a moderate beneficial effect across academic subject areas for children and adolescents with ADHD.

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Pharmacological intervention research for academic outcomes for students with ADHD

Abstract

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