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FURTHER ANALYSIS OF THE SEPARATE AND INTERACTIVE EFFECTS OF METHYLPHENIDATE AND COMMON CLASSROOM CONTINGENCIES
Author(s) -
Northup John,
Fusilier Iantha,
Swanson Victoria,
Huete John,
Bruce Treasure,
Freeland Jennifer,
Gulley Veronica,
Edwards Stephanie
Publication year - 1999
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1999.32-35
Subject(s) - methylphenidate , psychology , placebo , task (project management) , developmental psychology , attention deficit hyperactivity disorder , clinical psychology , medicine , management , alternative medicine , pathology , economics
We evaluated separate and interactive effects between common classroom contingencies and methylphenidate (MPH) on disruptive and off‐task behaviors for 4 children with a diagnosis of attention deficit hyperactivity disorder. Analogue conditions consisting of contingent teacher reprimands, brief time‐out, no interaction, and alone were conducted in a multielement design. Medication status (MPH or placebo) was alternated across days in a superordinate multielement design. Results indicate that (a) the behavioral effects of MPH were influenced by one or more of the analogueue conditions for each participant, and (b) time‐out was associated with zero or near‐zero levels of both disruptive and off‐task behavior for 3 of the 4 participants during MPH and placebo conditions. Implications for the clinical effectiveness of MPH and possible behavioral mechanisms of action of MPH in applied settings are discussed.