Date of Award
Doctor of Philosophy (PhD)
This study examined the separate and combined effects of varying dosages of methylphenidate (MPH) and behavioral interventions of varying strengths on the disruptive behavior and academic performance of 5 students with attention deficit hyperactivity disorder (ADHD). Overall results indicated the behavioral interventions at some level were comparable to previously prescribed dosages of MPH for decreasing disruptive classroom behavior for 4 of 5 participants. However, the "strength" of behavioral intervention necessary to achieve maximum improvements was idiosyncratic. For a fifth participant, results indicated that MPH was not necessary. Results also demonstrated that the combination of the behavioral interventions at some level and MPH was more effective than MPH alone for increasing academic performance for 3 students. Overall, results indicated that for 2 of the 5 participants, their previous dose of MPH was inaccurately prescribed. Results illustrate idiosyncratic differential effects both stimulant medication and behavioral interventions may have on student academic and behavioral performance at varying levels of dosage or strength.
Gulley, Veronica Schilling, "A Brief Method for Evaluating the Effects of Stimulant Medication and Behavioral Interventions on the Classroom Performance of Children With Attention Deficit Hyperactivity Disorder (ADHD)." (1998). LSU Historical Dissertations and Theses. 6831.