Effects of Ritalin on Academic Achievement from First to Fifth Grade

Frankenberger, William; Cannon, Christie

doi:10.1080/103491299100632

Cited by 18 publications

(26 citation statements)

References 26 publications

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“…Therefore, it is imperative that technical pharmacological, psychological, and educational information be synthesized into a form that presents a balanced view of current knowledge and integrates it into a summary that can be comprehended by nonspecialists. For example, there is little scientific data indicating that children who take stimulant medication for treatment of AD/HD will achieve at higher levels in the long run than those who do not (Alto & Frankenberger, 1995;Charles & Schain, 1981;Frankenberger & Cannon, 1999). However, teachers are often unaware of these data and consequently may mislead parents about longterm effects of stimulants on achievement.…”

Section: Discussionmentioning

confidence: 89%

“…Although three-fourths of children placed on stimulant medication appear to be improved, one-fourth still remain unchanged or worsened by the drugs (Barkley, 1977). Additionally, students that do show improvement tend to show improvement in behavioral and social areas rather than demonstrate gains in academic achievement (Doherty et al, in press;Frankenberger & Cannon, 1999;Runnheim et al, 1996).…”

Section: Discussionmentioning

confidence: 95%

“…The fact that children with AD/HD often have multiple deficits implies that they may require multiple treatment interventions, only one of which is treatment with stimulant medication. There is strong evidence suggesting that stimulant medication effectively reduces the incidence of disruptive behavior in the classroom and home, but less convincing evidence that stand-alone treatment with stimulant medication is an effective educational intervention (Frankenberger & Cannon, 1999;Runnheim et al, 1996). This type of information must be available to parents and school professionals so that an integrated, multidimensional intervention plan can be developed for each child with AD/HD.…”

Section: Discussionmentioning

confidence: 98%

“…Alto and Frankenberger (1995) found initial deficits in achievement scores of children with AD/HD in Word Analysis, Reading, Basic Composite, and Complete Composite that were not reduced after four to eight months of treatment with Ritalin. In a follow-up of this longitudinal study, Frankenberger and Cannon (1999) found that medication did not remediate children's achievement deficits over the time period from first to fifth grade. In fact, the children receiving stimulant medication appeared to fall further behind the contrast group as time went on.…”

Section: Effects Of Stimulant Medication On Achievementmentioning

confidence: 94%

“…Frankenberger and Cannon (1999) discussed possible detrimental effects of stimulants in achievement areas due to the medications' propensity to reduce REM sleep. They believed that REM sleep reduction may be important because there is compelling evidence linking REM sleep and learning in animals (Smith & Wong, 1991).…”

Section: Side Effects Of Stimulant Medicationmentioning

confidence: 99%

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Effects of information on perceptions of stimulant medication efficacy for treatment of attention-deficit hyperactivity disorder

1999

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A study on the perceptions of stimulant medications prescribed for children with attention‐deficit hyperactivity disorder (AD/HD) was conducted. Students, enrolled in introductory level psychology courses at a midwestern university participated voluntarily in the study (N= 36). After viewing a video that simulated the feelings a child with AD/HD experiences, participants were randomly assigned to two treatment groups. The popular information group read an article on AD/HD similar to that which is most often presented to the public. This article included personal testimonials and lacked a discussion of side effects and areas where the medications have not been demonstrated to be efficacious. The scientific information group read a page of information that was compiled from the scientific literature and included both the positive effects, side effects, and areas where the medication has not been demonstrated to be efficacious. All participants then completed a questionnaire regarding their perceptions of the efficacy of the medications. A second scale measured participants' likelihood of recommending the use of stimulant medications for children with suspected AD/HD. Two 2×2 between‐subjects ANOVA's were employed. There were main effects for the type of article that was read, but no main effects for gender of participant. No significant interactions were found. There were no differences found between the gender of participants and their perceptions of stimulant medications based on the reading material presented to them. However, the type of information presented to the participants did influence their view of the efficacy of stimulant medications. In addition, the type of reading material also influenced the participants' view of the safety and recommended use of stimulant medications prescribed for children with AD/HD. © 1999 John Wiley & Sons, Inc.

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Section: Discussionmentioning

confidence: 89%

Section: Discussionmentioning

confidence: 95%

Section: Discussionmentioning

confidence: 98%

Section: Effects Of Stimulant Medication On Achievementmentioning

confidence: 94%

Section: Side Effects Of Stimulant Medicationmentioning

confidence: 99%

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Effects of information on perceptions of stimulant medication efficacy for treatment of attention-deficit hyperactivity disorder

1999

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Effects of information on perceptions of stimulant medication efficacy for treatment of attention‐deficit hyperactivity disorder

Borgschatz¹,

Frankenberger²,

Eder³

1999

Psychol. Schs.

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A study on the perceptions of stimulant medications prescribed for children with attention-deficit hyperactivity disorder (AD/HD) was conducted. Students, enrolled in introductory level psychology courses at a midwestern university participated voluntarily in the study (N ϭ 36). After viewing a video that simulated the feelings a child with AD/HD experiences, participants were randomly assigned to two treatment groups. The popular information group read an article on AD/HD similar to that which is most often presented to the public. This article included personal testimonials and lacked a discussion of side effects and areas where the medications have not been demonstrated to be efficacious. The scientific information group read a page of information that was compiled from the scientific literature and included both the positive effects, side effects, and areas where the medication has not been demonstrated to be efficacious. All participants then completed a questionnaire regarding their perceptions of the efficacy of the medications. A second scale measured participants' likelihood of recommending the use of stimulant medications for children with suspected AD/HD. Two 2ϫ2 between-subjects ANOVA's were employed. There were main effects for the type of article that was read, but no main effects for gender of participant. No significant interactions were found. There were no differences found between the gender of participants and their perceptions of stimulant medications based on the reading material presented to them. However, the type of information presented to the participants did influence their view of the efficacy of stimulant medications. In addition, the type of reading material also influenced the participants' view of the safety and recommended use of stimulant medications prescribed for children with AD/HD.

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Use of stimulant medication for treatment of attention‐deficit/hyperactivity disorder: A survey of middle and high school students' attitudes

Moline¹,

Frankenberger

2001

Psychology in the Schools

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Six hundred fifty-one students (ages 11-18) completed a questionnaire that asked if they were taking stimulant medication for ADHD. Those who responded positively were then asked to answer a section of the questionnaire that asked them about their experiences and attitudes related to their treatment with the medication. If they responded that they were not diagnosed with ADHD and not receiving treatment with stimulant medication, they answered a section of the questionnaire that inquired about their perceptions of students who did take medication. Fifty students completed the taking-medication portion of the questionnaire. Although the students reported that the medication helped them somewhat in the areas of behavior, social ability with friends, parents, and teachers, and attention, they reported that the medication did not help them in the area of academic achievement. The majority of the students reported some side effects from their medication. Thirty-four percent of students taking ADHD medication reported being approached to sell or trade their medication, and 53% of students not taking ADHD medication reported that some students taking ADHD medication gave away or sold their medication. © 2001 John Wiley & Sons, Inc.There has been extensive research related to the treatment of Attention-Deficit/Hyperactivity Disorder (ADHD). Jadad, Boyle, Cunningham, Kim, & Schachar (1999) completed a metaanalysis that selected 77 of 2,405 citations that met the criteria of randomized control studies. The authors reached several conclusions based on their review of these studies. They reported that treatment with stimulant medication was more efficacious than nonpharmacological interventions for treatment of disruptive behavior and that stimulants tended to reduce behavioral disturbance in children as long as they were taken. They also reported that long-term academic performance did not appear to be improved by treatment with stimulants and short-term side effects were generally mild, but data were inadequate for assessment of long-term side effects.However, a more recent multimodal treatment study (Pelham,

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Effects of Ritalin on Academic Achievement from First to Fifth Grade

Cited by 18 publications

References 26 publications

Effects of information on perceptions of stimulant medication efficacy for treatment of attention-deficit hyperactivity disorder

Effects of information on perceptions of stimulant medication efficacy for treatment of attention-deficit hyperactivity disorder

Effects of information on perceptions of stimulant medication efficacy for treatment of attention‐deficit hyperactivity disorder

Use of stimulant medication for treatment of attention‐deficit/hyperactivity disorder: A survey of middle and high school students' attitudes

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