This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Hyman, I. A. Articles by Rosenfeld, J. Search for Related Content PubMed PubMed Citation Articles by Hyman, I. A. Articles by Rosenfeld, J. Social Bookmarking                         What's this?

School-Based Methylphenidate Placebo Protocols

Methodological and Practical Issues

Irwin A. Hyman is a professor of school psychology at Temple University. In addition to his more recent research in ADHD, his interests lie in the areas of school violence, school discipline, and corporal punishment. Address: Irwin A. Hyman, 254 RHA, Temple University, Philadelphia, PA 19122.

Alexandra Wojtowicz, PhD

Alexandra Wojtowicz is the clinical director of the ADHD Behavioral Learning Disabilities Center in Wilmington, Delaware.

Kee Duk Lee, MEd

Kee Duk Lee are doctoral students at Temple University.

Mary Elizabeth Haffner

Mary Elizabeth Haffner are doctoral students at Temple University.

Catherine A. Fiorello, PhD

Catherine A. Fiorello is an assistant professor of school psychology at Temple University. Her current interests include ADHD, cognitive assessment, and inclusion.

J. Jordan Storlazzi, MD

J. Jordan Storlazzi is a physician and founder of the ADHD Behavioral Learning Disabilities Center in Wilmington, Delaware, and is also a clinical associate professor of pediatrics at the Thomas Jefferson Medical College.

Joseph Rosenfeld, PhD

Joseph Rosenfeld is a professor and program director of the school psychology program at Temple University. His current interests include diagnostic assessment and ethical and legal issues.

Around 1990, psychologists and educators began to notice increasing use of methylphenidate by students. Diagnosis of attention-deficit/hyperactivity disorder by family physicians and pediatricians was most commonly based on brief behavioral descriptions by parents and, infrequently, by use of rating scales. At that time, the present researchers began to explore the development of a school-based, methodologically sound, and inexpensive method of assessing the efficacy of stimulant medications, which would ensure reasonable compliance by teachers, parents, and students in monitoring the effects of medications and placebos. This article focuses on the methodological issues involved in choosing instruments to monitor behavior, once a comprehensive evaluation has suggested trials on Ritalin. Case examples illustrate problems of teacher compliance in filling out measures, supplying adequate placebos, and obtaining physician cooperation, and with the practical issue of providing adequate data without overwhelming the time and resources of participants. Emerging school-based methodologies are discussed with recommendations for future efforts.

Journal of Learning Disabilities, Vol. 31, No. 6, 581-594 (1998)
DOI: 10.1177/002221949803100609


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				R. J. Volpe, K. D. Gadow, J. Blom-Hoffman, and A. B. Feinberg Factor-Analytic and Individualized Approaches to Constructing Brief Measures of ADHD Behaviors Journal of Emotional and Behavioral Disorders, June 1, 2009; 17(2): 118 - 128. [Abstract] [PDF]

				S. M. Chafouleas, T. C. Riley-Tillman, K. A. Sassu, M. J. LaFrance, and S. S. Patwa Daily Behavior Report Cards: An Investigation of the Consistency of On-Task Data Across Raters and Methods Journal of Positive Behavior Interventions, January 1, 2007; 9(1): 30 - 37. [Abstract] [PDF]