The laboratory school protocol: its origin, use, and new applications.

OBJECTIVE: ADHD is the most common childhood psychiatric disorder, with impairments seen in home and academic settings. To investigate such impairments in a school-like setting, the laboratory school protocol (LSP) was developed at the University of California, Irvine.
METHOD: This model provides a rigorously controlled environment to examine pharmacodynamic and pharmacokinetic aspects of responses to treatment. A key principle of this methodology is to exercise tight control of the timing and context of measurements by establishing a cycle of activities repeated across each study day. In addition, the LSP approach has been extended to both younger and older populations than the typically studied school-aged group. This extension requires corresponding modifications in measures to characterize drug efficacy and to allow evaluation of ADHD symptoms in a highly standardized setting.
RESULTS: This article provides guidelines for employing the LSP for the assessment of medication effects for both preschool and adolescent/adult populations.
CONCLUSION: The LSP can be modified to form either an Adult Workplace Environment or a Preschool Assessment Laboratory.