Further analysis of the separate and interactive effects of methylphenidate and common classroom contingencies

John Northup, Iantha Fusilier, Victoria Swanson, John Huete, Treasure Bruce, Jennifer Freeland, Veronica Gulley, Stephanie Edwards

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish (US)
Pages (from-to)35-50
Number of pages16
JournalJournal of applied behavior analysis
Volume32
Issue number1
DOIs
StatePublished - Jan 1 1999
Externally publishedYes

Keywords

  • Attention deficit hyperactivity disorder
  • Behavioral pharmacology
  • Disruptive behavior
  • Drug-behavior interactions
  • Functional analysis
  • Methylphenidate

ASJC Scopus subject areas

  • Philosophy
  • Applied Psychology
  • Sociology and Political Science

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