Ritalin Paper Database
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Visual Abstract
Social functioning in children with ADHD treated with long-term methylphenidate and multimodal psychosocial treatment
Social functioning in ADHD with methylphenidate and psychosocial treatment
August 27, 2024
author
Abikoff H, Hechtman L, Klein RG, Gallagher R, Fleiss K, Etcovitch J, Cousins L, Greenfield B, Martin D, Pollack S
journal
J Am Acad Child Adolesc Psychiatry
Date Published
Jul 2004
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Study Summary
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What They Studied
Researchers wanted to see if adding intensive psychosocial intervention to methylphenidate treatment for children with ADHD would improve their social skills more than methylphenidate alone or with nonspecific psychosocial treatment.
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What They Found
The study found no additional improvement in social functioning with the combined treatments compared to just using methylphenidate or methylphenidate with nonspecific psychosocial treatment.
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What This Means
These findings suggest that adding intensive psychosocial interventions to methylphenidate (Ritalin) treatments does not provide extra benefits in improving social skills for children with ADHD. The current evidence supports the significant advantages of methylphenidate alone, maintained over 2 years.
Study Summary
Study Overview
Children with ADHD face social challenges due to a mix of factors that aren't always helped by medication. We initiated a program to improve their social skills through various strategies.
Despite our training efforts, we didn't observe significant improvements in social functioning when compared to medication alone, except for some positive feedback from peers and teachers in the second year.
While the treatment led to some increase in positive interactions, most changes in behavior were similar among all children involved, suggesting that while ADHD medication helps, it may not fully resolve social difficulties.
Despite our training efforts, we didn't observe significant improvements in social functioning when compared to medication alone, except for some positive feedback from peers and teachers in the second year.
While the treatment led to some increase in positive interactions, most changes in behavior were similar among all children involved, suggesting that while ADHD medication helps, it may not fully resolve social difficulties.
Abstract: background
To test that methylphenidate combined with intensive multimodal psychosocial intervention, which includes social skills training, significantly enhances social functioning in children with attention-deficit/hyperactivity disorder (ADHD) compared with...more
Overview of Child Challenges
"The problematic social functioning of children with ADHD is considered to result from an interplay of factors not fully ameliorated by stimulant medication."
Social Skills Training Limitations
"The social skills training program that we implemented addressed these dysfunctions via multiple behavioral and generalization procedures."
Need for Effective Strategies
"The current investigation evaluates the adjunctive efficacy of multimodal psychosocial treatment (MPT) in children with ADHD."
Study Summary
Methods
Researchers worked with 103 children at ages 7-9 diagnosed with ADHD. These children did not have any conduct or learning disorders and responded well to short-term treatment with methylphenidate. The children were randomly assigned into three groups for a period of 2 years. One group received only methylphenidate, another group received methylphenidate with a comprehensive psychosocial treatment including specialized social skills training, and the third group received methylphenidate with a nonspecific psychosocial intervention.
Assessments were conducted using ratings from parents, children, and teachers regarding social function. Additionally, direct observations of the children’s interactions during gym class at school were made for further analysis.
Assessments were conducted using ratings from parents, children, and teachers regarding social function. Additionally, direct observations of the children’s interactions during gym class at school were made for further analysis.
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 (1) methylphenidate alone, (2) methylphenidate plus multimodal psychosocial tr...more
Study Summary
Study Overview
Children with ADHD face social challenges due to a mix of factors that aren't always helped by medication. We initiated a program to improve their social skills through various strategies.
Despite our training efforts, we didn't observe significant improvements in social functioning when compared to medication alone, except for some positive feedback from peers and teachers in the second year.
While the treatment led to some increase in positive interactions, most changes in behavior were similar among all children involved, suggesting that while ADHD medication helps, it may not fully resolve social difficulties.
Despite our training efforts, we didn't observe significant improvements in social functioning when compared to medication alone, except for some positive feedback from peers and teachers in the second year.
While the treatment led to some increase in positive interactions, most changes in behavior were similar among all children involved, suggesting that while ADHD medication helps, it may not fully resolve social difficulties.
Abstract: background
To test that methylphenidate combined with intensive multimodal psychosocial intervention, which includes social skills training, significantly enhances social functioning in children with attention-deficit/hyperactivity disorder (ADHD) compared with...more
Overview of Child Challenges
"The problematic social functioning of children with ADHD is considered to result from an interplay of factors not fully ameliorated by stimulant medication."
Social Skills Training Limitations
"The social skills training program that we implemented addressed these dysfunctions via multiple behavioral and generalization procedures."
Need for Effective Strategies
"The current investigation evaluates the adjunctive efficacy of multimodal psychosocial treatment (MPT) in children with ADHD."
Study Summary
Results
The results showed no significant advantage in social functioning for children who received the combined treatment of methylphenidate and multimodal psychosocial interventions over those who only received methylphenidate or methylphenidate with the nonspecific psychosocial treatment. All groups showed significant improvements in social functioning that persisted over the 2-year period.
This means that the additional intensive psychosocial interventions, including social skills training, did not offer any extra benefit compared to the medication alone or with the nonspecific interventions.
This means that the additional intensive psychosocial interventions, including social skills training, did not offer any extra benefit compared to the medication alone or with the nonspecific interventions.
Abstract: results
No advantage was found on any measure of social functioning for the combination treatment over methylphenidate alone or methylphenidate plus attention control. Significant improvement occurred across all treatments and continued over 2 years.
Study Summary
Conclusions
The study concluded that for young children with ADHD, incorporating social skills training into long-term psychosocial interventions does not provide additional benefits in improving social behavior. Therefore, clinic-based social skills training is not supported as an effective method for enhancing social functioning in these children.
However, methylphenidate alone showed consistent and significant positive effects on social functioning, which were maintained over the two years, highlighting the stability and effectiveness of the medication over this period.
However, methylphenidate alone showed consistent and significant positive effects on social functioning, which were maintained over the two years, highlighting the stability and effectiveness of the medication over this period.
Abstract: conclusions
In young children with ADHD, there is no support for clinic-based social skills training as part of a long-term psychosocial intervention to improve social behavior. Significant benefits from methylphenidate were stable over 2 years.
Background Information
Patient Guide
🧠
Methylphenidate Treatment for ADHD
Methylphenidate treats ADHD in children over six and acts by blocking the reuptake of norepinephrine and dopamine.
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Multimodal Psychosocial Interventions
These interventions often include components like social skills training and aim to improve social functioning in children with ADHD.
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Risks Associated with Long-Term Methylphenidate Use
Long-term use in children can result in decreased height, weight, and bone marrow density, requiring careful monitoring.
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Assessment Tools for Social Functioning
Common assessment tools for evaluating social functioning include ratings from parents, children, and teachers, along with direct school observations.
Professional Guide
Expert Opinion: Social functioning in ADHD with methylphenidate and psychosocial treatment
In line with the study findings, current professional guidelines advocate for evidence-based behavioral interventions as the first line of treatment for preschool-aged children with ADHD.
When behavioral interventions fail to yield significant improvement, methylphenidate may be considered, especially in cases where children continue to experience moderate-to-severe disturbances.
Although combination treatments of behavioral therapy and medication generally show positive effects, such combined approaches were not significantly superior to medication alone for core ADHD symptoms in the MTA study.
Furthermore, given the slower metabolism of methylphenidate in younger children, a low starting dose with gradual increments is recommended.
These guidelines align with the abstract’s observation that significant benefits from methylphenidate were stable over two years, underscoring its efficacy in long-term treatment.
When behavioral interventions fail to yield significant improvement, methylphenidate may be considered, especially in cases where children continue to experience moderate-to-severe disturbances.
Although combination treatments of behavioral therapy and medication generally show positive effects, such combined approaches were not significantly superior to medication alone for core ADHD symptoms in the MTA study.
Furthermore, given the slower metabolism of methylphenidate in younger children, a low starting dose with gradual increments is recommended.
These guidelines align with the abstract’s observation that significant benefits from methylphenidate were stable over two years, underscoring its efficacy in long-term treatment.
Evidence Summary
Enhancing Cognitive Function with Methylphenidate
Methylphenidate is a medication commonly used to treat Attention Deficit/Hyperactivity Disorder (ADHD).
Research shows this medication can enhance attention, focus, and overall mental performance in those with ADHD.
The article explains how methylphenidate improves cognitive functions, aiding mental performance.
Research shows this medication can enhance attention, focus, and overall mental performance in those with ADHD.
The article explains how methylphenidate improves cognitive functions, aiding mental performance.
Evidence Summary
Comparing Treatment Approaches for ADHD
The study included children with ADHD, ages 7-9, who responded well to short-term methylphenidate.
They were divided into three treatment groups: methylphenidate alone, methylphenidate plus intensive psychosocial treatment with social skills training, and methylphenidate plus attention control.
The aim was to test if combining methylphenidate with intensive psychosocial interventions enhances social functioning.
They were divided into three treatment groups: methylphenidate alone, methylphenidate plus intensive psychosocial treatment with social skills training, and methylphenidate plus attention control.
The aim was to test if combining methylphenidate with intensive psychosocial interventions enhances social functioning.
Evidence Summary
Independent Neuropsychological Deficits in ADHD
The study highlights ADHD as a heterogeneous disorder with varied neuropsychological deficits.
It examines how executive functions, reaction time variability, and emotional functioning each independently differentiate children with ADHD from controls.
Interestingly, there were no significant differences found in delay aversion or recognition of disgust.
The study also found no main or interaction effects of gender.
It examines how executive functions, reaction time variability, and emotional functioning each independently differentiate children with ADHD from controls.
Interestingly, there were no significant differences found in delay aversion or recognition of disgust.
The study also found no main or interaction effects of gender.
Evidence Summary
Predicting Social Challenges in Children with ADHD
ADHD often leads to problems such as poor social competence and high peer rejection.
This study followed 186 children, 98 with ADHD, for two years to assess these issues.
Findings showed that ADHD symptoms at the start predicted social problems later.
Responses to a social decision-making task mediated this prediction.
Addressing misinterpretation of affective cues might improve social skills in children with ADHD.
This study followed 186 children, 98 with ADHD, for two years to assess these issues.
Findings showed that ADHD symptoms at the start predicted social problems later.
Responses to a social decision-making task mediated this prediction.
Addressing misinterpretation of affective cues might improve social skills in children with ADHD.
