The single and combined effects of multiple intensities of behavior modification and methylphenidate for children with attention deficit hyperactivity disorder in a classroom setting

Gregory A. Fabiano, William E. Pelham, Elizabeth M. Gnagy, Lisa Burrows-MacLean, Erika K. Coles, Anil Chacko, Brian T. Wymbs, Kathryn S. Walker, Fran Arnold, Allison Garefino, Jenna K. Keenan, Adia N. Onyango, Martin T. Hoffman, Greta M. Massetti, Jessica A. Robb

Research output: Contribution to journalArticlepeer-review

Abstract

Currently behavior modification, stimulant medication, and combined treatments are supported as evidence-based interventions for attention deficit hyperactivity disorder in classroom settings. However, there has been little study of the relative effects of these two modalities and their combination in classrooms. Using a within-subject design, the present study investigated the single effects of behavior modification (no, low, and high intensity), methylphenidate (placebo, 0.15, 0.30, and 0.60 mg/kg), and the combination of these treatments in an analogue classroom setting with 48 children (ages 6-12) diagnosed with attention deficit hyperactivity disorder. Results indicated substantial effects of both unimodal treatments and their combination on measures of classroom behavior, productivity, and teacher ratings of functioning. The results are discussed in light of the current literature on single and combined treatments for attention deficit hyperactivity disorder.

Original languageEnglish (US)
Pages (from-to)195-216
Number of pages22
JournalSchool Psychology Review
Volume36
Issue number2
StatePublished - 2007

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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