Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
School Psychology International
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Clark, E.
Right arrow Articles by Tait, F. V.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Effectiveness of Stimulant Drug Treatment for Attention Problems

A Look at Head-Injured Children

Elaine Clark

Beverly K. Baker

Michael K. Gardner

Janiece L. Pompa

The University of Utah, USA

Frances V. Tait

Primary Children's Medical Center, Salt Lake City, USA

Using a within-subject, repeated measure, double-blind design, methylphenidate was shown to be effective in treating the attention deficits of children with head injuries. Eight head-injured children, ages 7-15, meeting DSM III-R criteria for ADHD, were placed on a 2-week trial of methylphenidate (Ritalin), and similar 2-week trial of placebo. During the methylphenidate trial, all eight children were rated by parents as improved in their attentional capacities, and all but one, a child diagnosed as ADHD prior to injury and described as conduct-disordered, showed a pattern of general improvement across most attentional measures. Measures which showed less consistent results were the attentional tasks comprised of more complex stimuli requiring greater memory capacity. Implications for school psychologists working with head-injured children are discussed.

School Psychology International, Vol. 11, No. 3, 227-234 (1990)
DOI: 10.1177/0143034390113010
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 J Learn DisabilHome page
T. J. Kehle, E. Clark, and W. R. Jenson
Interventions for Students with Traumatic Brain Injury: Managing Behavioral Disturbances
J Learn Disabil, November 1, 1996; 29(6): 633 - 642.
[Abstract] [PDF]