| Literature DB >> 29353323 |
Anne Fleur Kortekaas-Rijlaarsdam1, Marjolein Luman2, Edmund Sonuga-Barke3, Jaap Oosterlaan2.
Abstract
Academic improvement is amongst the most common treatment targets when prescribing stimulants to children with ADHD. Previous reviews on stimulant-related academic improvements are inconclusive and focus on task engagement. Recent literature suggests outcome-domain-specific medication effects that are larger for productivity than for accuracy. The aims of this study are quantifying methylphenidate effects on academic productivity and accuracy for math, reading, spelling; exploring the mediating or moderating effects of symptom improvements, demographic-, design- and disorder-related variables. PubMed, EMBASE, ERIC and PsycINFO were searched for articles reporting methylphenidate effects on academic productivity and accuracy. Thirty-four studies met entry criteria. Methylphenidate improved math productivity (7.8% increase, p < .001); math accuracy (3.0% increase, p = .001); increased reading speed (SMD .47, p < .001) but not reading accuracy. None of the mediators or moderators tested affected methylphenidate efficacy. Academic improvements were small compared to symptom improvements; qualitative changes limited to math. Clinicians should take this discrepancy into account when prescribing medication for ADHD.Entities:
Keywords: ADHD; Academic; Math; Meta-analysis; Methylphenidate; Reading
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Year: 2018 PMID： 29353323 DOI： 10.1007/s00787-018-1106-3
Source DB: PubMed Journal: Eur Child Adolesc Psychiatry ISSN： 1018-8827 Impact factor: 5.349