Does methylphenidate improve academic performance? A systematic review and meta-analysis

被引：0
作者：
Anne Fleur Kortekaas-Rijlaarsdam
Marjolein Luman
Edmund Sonuga-Barke
Jaap Oosterlaan
机构：
[1] Vrije Universiteit Amsterdam,Clinical Neuropsychology section
[2] King’s College London,Department of Child and Adolescent Psychiatry, Institute of Psychiatry, Psychology and Neuroscience
来源：
European Child & Adolescent Psychiatry | 2019年 / 28卷
关键词：
ADHD; Methylphenidate; Academic; Math; Reading; Meta-analysis;
D O I：
暂无
中图分类号：
学科分类号：
摘要：
Academic improvement is amongst the most common treatment targets when prescribing stimulants to children with ADHD. Previous reviews on stimulant-related academic improvements are inconclusive and focus on task engagement. Recent literature suggests outcome-domain-specific medication effects that are larger for productivity than for accuracy. The aims of this study are quantifying methylphenidate effects on academic productivity and accuracy for math, reading, spelling; exploring the mediating or moderating effects of symptom improvements, demographic-, design- and disorder-related variables. PubMed, EMBASE, ERIC and PsycINFO were searched for articles reporting methylphenidate effects on academic productivity and accuracy. Thirty-four studies met entry criteria. Methylphenidate improved math productivity (7.8% increase, p < .001); math accuracy (3.0% increase, p = .001); increased reading speed (SMD .47, p < .001) but not reading accuracy. None of the mediators or moderators tested affected methylphenidate efficacy. Academic improvements were small compared to symptom improvements; qualitative changes limited to math. Clinicians should take this discrepancy into account when prescribing medication for ADHD.
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页码：155 / 164
页数：9
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