Ritalin Paper Database
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Visual Abstract
Academic achievement and emotional status of children with ADHD treated with long-term methylphenidate and multimodal psychosocial treatment
ADHD Treatment and Academic Performance
October 18, 2024
author
Hechtman L, Abikoff H, Klein RG, Weiss G, Respitz C, Kouri J, Blum C, Greenfield B, Etcovitch J, Fleiss K, Pollack S
journal
J Am Acad Child Adolesc Psychiatry
Date Published
July 2004
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Study Summary
🔬
What They Studied
They studied whether intensive psychosocial intervention combined with methylphenidate improves academic and emotional outcomes in children with ADHD more than methylphenidate alone or with general psychosocial treatment.
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What They Found
They found no added benefit for academic or emotional outcomes when combining intensive psychosocial intervention with methylphenidate compared to using methylphenidate alone or with general psychosocial treatment.
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What This Means
These findings suggest that, for children with ADHD who respond to methylphenidate, adding intensive psychosocial intervention may not significantly enhance academic performance or emotional well-being compared to methylphenidate alone or with general psychosocial treatment.
Study Summary
Study Overview
The study aimed to see if combining academic training and psychotherapy with ongoing methylphenidate treatment would improve academic performance and emotional well-being in children with ADHD. The researchers believed that this combined approach would enhance the effects of the medication, potentially leading to better outcomes in school and overall emotional health.
However, the results did not support this expectation. The study found no significant advantage in adding the extra academic and emotional support to the medication. Over two years, children who received only methylphenidate showed similar improvements in academic achievement and emotional health compared to those who also received the additional interventions. This suggests that the medication alone, when carefully managed, is sufficient for many children with ADHD to make progress in these areas.
However, the results did not support this expectation. The study found no significant advantage in adding the extra academic and emotional support to the medication. Over two years, children who received only methylphenidate showed similar improvements in academic achievement and emotional health compared to those who also received the additional interventions. This suggests that the medication alone, when carefully managed, is sufficient for many children with ADHD to make progress in these areas.
Abstract: background
To test the hypothesis that intensive multimodal psychosocial intervention (that includes academic assistance and psychotherapy) combined with methylphenidate significantly enhances the academic performance and emotional status of children with atten...more
No Added Benefit of Combined Treatment
"Contrary to predictions, we did not find any advantage for combining the educational program and individual psychotherapy with methylphenidate over methylphenidate alone at any point over 2 treatment years."
Lack of Extended Academic Intervention Benefits
"The hope was that more extended academic intervention would yield better results. This was not the case."
Implication of Findings
"The study does not support the expectation that stimulant-treated children with ADHD who are not comorbid for learning or conduct disorders should receive psychosocial treatment, as delivered in this study, to improve emotional or academic functioning."
Study Summary
Methods
Involving 103 children aged 7 to 9 with ADHD, and without conduct or learning disorders, the study lasted two years. These children had initially responded well to short-term methylphenidate (Ritalin).
Participants were divided into three groups: one received only methylphenidate, another received methylphenidate plus a tailored psychosocial treatment including academic help, skills training, and therapy, and the third received methylphenidate plus a general psychosocial intervention. Researchers assessed academic performance, parent-rated homework issues, and the children's own ratings of depression and self-esteem.
Participants were divided into three groups: one received only methylphenidate, another received methylphenidate plus a tailored psychosocial treatment including academic help, skills training, and therapy, and the third received methylphenidate plus a general psychosocial intervention. Researchers assessed academic performance, parent-rated homework issues, and the children's own ratings of depression and self-esteem.
Abstract: methods
One hundred three children with ADHD (ages 7-9), free of conduct and learning disorders, who responded to short-term methylphenidate were randomized for 2 years to receive one of three treatments: (1) methylphenidate alone, (2) methylphenidate plus p...more
Study Summary
Results
The study found no significant benefit in academic performance or emotional wellbeing from combining methylphenidate (Ritalin) with intensive psychosocial intervention compared to methylphenidate alone or with simple psychosocial treatment. All groups showed significant improvements over time which persisted through the two years of the study.
Abstract: results
No advantage was found on any measure of academic performance or emotional status for the combination treatment over methylphenidate alone and over methylphenidate plus attention control. Significant improvement occurred across all treatments and was...more
Study Summary
Conclusions
For young children with ADHD who respond to stimulant medication and do not have additional learning or conduct disorders, adding targeted academic assistance and psychotherapy does not further enhance academic achievement or emotional health. However, the initial significant improvements observed were maintained over the two-year period.
Abstract: conclusions
In stimulant-responsive young children with ADHD without learning and conduct disorders, there is no support for academic assistance and psychotherapy to enhance academic achievement or emotional adjustment. Significant short-term improvements were m...more
Professional Guide
Expert Opinion: ADHD Treatment and Academic Performance
The findings suggest that intensive multimodal psychosocial interventions may not provide additional benefits over methylphenidate alone for children with ADHD. Current professional recommendations indicate PTBM as the primary intervention for preschool-aged children with ADHD and those with similar behaviors.
Stimulant medications, like methylphenidate, demonstrate significant efficacy in treating ADHD, underscoring their role in management plans.
Behavioral therapy combined with medication consistently shows positive effects, aligning with studies supporting this combined approach.
Furthermore, school-based services can enhance academic and behavioral outcomes, signifying the importance of academic interventions and accommodations to address ADHD-related challenges.
Stimulant medications, like methylphenidate, demonstrate significant efficacy in treating ADHD, underscoring their role in management plans.
Behavioral therapy combined with medication consistently shows positive effects, aligning with studies supporting this combined approach.
Furthermore, school-based services can enhance academic and behavioral outcomes, signifying the importance of academic interventions and accommodations to address ADHD-related challenges.
Evidence Summary
Addressing College Challenges for Students with ADHD
The transition to college is challenging for individuals with ADHD.
Increased life and task demands coincide with deficits in time management, study skills, and delaying rewards.
Cognitive-behavioral treatment (CBT) can target these challenges.
A new intervention for college students with ADHD focused on organizational, time management, and planning (OTMP) skills showed promise.
The intervention included academic study skills and psychoeducation on ADHD and medication management.
Results from 30 students indicated significant improvements in ADHD symptoms, self-concept, impairment, and OTMP skills.
Increased life and task demands coincide with deficits in time management, study skills, and delaying rewards.
Cognitive-behavioral treatment (CBT) can target these challenges.
A new intervention for college students with ADHD focused on organizational, time management, and planning (OTMP) skills showed promise.
The intervention included academic study skills and psychoeducation on ADHD and medication management.
Results from 30 students indicated significant improvements in ADHD symptoms, self-concept, impairment, and OTMP skills.
Evidence Summary
ADHD and Academic Motivation
Researchers examined why adolescents with ADHD struggle in school.
Adolescents with ADHD have lower academic motivation in all areas.
The study evaluated differences in self-reported intrinsic and extrinsic academic motivation and amotivation.
Controlled for sex, intelligence, and medication status, it found adolescents with ADHD exhibited significant motivational deficits compared to their peers without ADHD.
Adolescents with ADHD have lower academic motivation in all areas.
The study evaluated differences in self-reported intrinsic and extrinsic academic motivation and amotivation.
Controlled for sex, intelligence, and medication status, it found adolescents with ADHD exhibited significant motivational deficits compared to their peers without ADHD.
