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Stimulant Medication and Reading PerformanceFollow-up on Sustained Dose in ADHD Boys with and Without Conduct DisordersSteven R. Forness is professor of psychiatry and biobehavioral sciences, chief of outpatient educational psychologists, inpatient school principal, and director of the interdisciplinary training program in developmental disabilities at UCLA Neuropsychiatric Hospital. He received his EdD from UCLA in special education. His research interests focus on comorbidity of learning and behavioral disorders. Address: Steven R. Forness, UCLA Neuropsychiatric Hospital, 760 Westwood Plaza, Los Angeles, CA 90024.
James M. Swanson is professor of pediatrics and psychiatry and clinical director of the Child Development Center, University of California, Irvine. He received his PhD in psychology from The Ohio State University. His research interests are in attention deficit disorders.
Dennis P. Cantwell is Joseph Campbell Professor of Psychiatry and biobehavioral sciences and director of training in child psychiatry at the UCLA Neuropsychiatric Hospital. He received his MD from Washington University Medical School in St. Louis. His research interests are in childhood depression, attention deficit disorders, and learning disorders.
Daniel Youpa is a doctoral student in psychology at the University of California, Santa Cruz. He was a research assistant at the University of California, Irvine, at the time of the study.
Gregory L. Hanna is assistant professor of psychiatry at the University of Michigan. He received his MD from the University of Oklahoma. His research interests focus on attention deficit disorders, childhood depression, and obsessive-compulsive disorders. The study examined the sustained effects of methylphenidate on reading performance in a sample of 42 boys, ages 8 to 11, with attention deficit-hyperactivity disorder (ADHD). Two subgroups were formed based on the presence or absence of co-occurring conduct disorders. Subjects were selected on the basis of their positive response to methylphenidate as determined in a series of original medication trials (Forness, Cantwell, Swanson, Hanna, & Youpa, 1991). For the purpose of this study, subjects were placed on their optimal dose of medication for a 6-week period and then tested on measures of oral reading and reading comprehension equivalent to those used in the original trials, retested after a week without medication (placebo), then tested again the following week after return to medication. Only the subgroup with conduct disorders responded, and this response was limited to reading comprehension improvement in only those subjects who also demonstrated improvement in oral reading on original trials. No response differences were found between subjects with or without learning disabilities.
Journal of Learning Disabilities, Vol. 25, No. 2,
115-123 (1992) This article has been cited by other articles:
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