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Stimulant Medication and Reading Performance
dc.contributor.authorForness, Stevenen_US
dc.contributor.authorSwanson, Jamesen_US
dc.contributor.authorCantwell, Dennis P.en_US
dc.contributor.authorYoupa, Danielen_US
dc.contributor.authorHanna, Gregory L.en_US
dc.date.accessioned2010-04-14T13:46:42Z
dc.date.available2010-04-14T13:46:42Z
dc.date.issued1992en_US
dc.identifier.citationForness, Steven; Swanson, James; Cantwell, Dennis; Youpa, Daniel; Hanna, Gregory (1992). "Stimulant Medication and Reading Performance." Journal of Learning Disabilities 2(25): 115-123. <http://hdl.handle.net/2027.42/68569>en_US
dc.identifier.issn0022-2194en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/68569
dc.description.abstractThe 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.en_US
dc.format.extent3108 bytes
dc.format.extent1966374 bytes
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dc.format.mimetypeapplication/pdf
dc.publisherSAGE Publicationsen_US
dc.titleStimulant Medication and Reading Performanceen_US
dc.typeArticleen_US
dc.subject.hlbsecondlevelEducationen_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumGregory 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.en_US
dc.contributor.affiliationotherSteven 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 Ed D 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.en_US
dc.contributor.affiliationotherJames M. Swanson is professor of pediatrics and psychiatry and clinical director of the Child Development Center, University of California, Irvine. He received his Ph D in psychology from The Ohio State University. His research interests are in attention deficit disorders.en_US
dc.contributor.affiliationotherDennis 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.en_US
dc.contributor.affiliationotherDaniel 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.en_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/68569/2/10.1177_002221949202500205.pdf
dc.identifier.doi10.1177/002221949202500205en_US
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dc.owningcollnameInterdisciplinary and Peer-Reviewed


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