TY - JOUR
T1 - Methylphenidate-Related Improvements in Math Performance Cannot Be Explained by Better Cognitive Functioning or Higher Academic Motivation
T2 - Evidence From a Randomized Controlled Trial
AU - Kortekaas-Rijlaarsdam, Anne Fleur
AU - Luman, Marjolein
AU - Sonuga-Barke, Edmund
AU - Bet, Pierre
AU - Oosterlaan, Jaap
N1 - Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was sponsored by a restricted grant from Shire Pharmaceuticals. Publisher Copyright: © The Author(s) 2017.
PY - 2020/11/1
Y1 - 2020/11/1
N2 - Objective: This study investigated whether improvements in working memory, reaction time, lapses of attention, interference control, academic motivation, and perceived competence mediated effects of methylphenidate on math performance. Method: Sixty-three children (ADHD diagnosis; methylphenidate treatment; age 8-13; IQ > 70) were randomly allocated to a 7-day methylphenidate or placebo treatment in this double-blind placebo-controlled crossover study and compared with 67 controls. Data were collected at schools and analyzed using mixed-model analysis. Methylphenidate was hypothesized to improve all measures; all measures were evaluated as potential mediators of methylphenidate-related math improvements. Results: Controls mostly outperformed the ADHD group. Methylphenidate did not affect measures of cognitive functioning (p =.082-.641) or academic motivation (p =.199-.865). Methylphenidate improved parent ratings of their child’s self-perceived competence (p <.01), which mediated methylphenidate efficacy on math productivity. Conclusion: These results question the necessity of improvements in specific cognitive and motivational deficits associated with ADHD for medication-related academic improvement. They also stimulate further study of perceived competence as a mediator.
AB - Objective: This study investigated whether improvements in working memory, reaction time, lapses of attention, interference control, academic motivation, and perceived competence mediated effects of methylphenidate on math performance. Method: Sixty-three children (ADHD diagnosis; methylphenidate treatment; age 8-13; IQ > 70) were randomly allocated to a 7-day methylphenidate or placebo treatment in this double-blind placebo-controlled crossover study and compared with 67 controls. Data were collected at schools and analyzed using mixed-model analysis. Methylphenidate was hypothesized to improve all measures; all measures were evaluated as potential mediators of methylphenidate-related math improvements. Results: Controls mostly outperformed the ADHD group. Methylphenidate did not affect measures of cognitive functioning (p =.082-.641) or academic motivation (p =.199-.865). Methylphenidate improved parent ratings of their child’s self-perceived competence (p <.01), which mediated methylphenidate efficacy on math productivity. Conclusion: These results question the necessity of improvements in specific cognitive and motivational deficits associated with ADHD for medication-related academic improvement. They also stimulate further study of perceived competence as a mediator.
KW - ADD/ADHD
KW - academic performance
KW - cognition
KW - competence
KW - methylphenidate
UR - http://www.scopus.com/inward/record.url?scp=85058299868&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85058299868&partnerID=8YFLogxK
U2 - https://doi.org/10.1177/1087054717713640
DO - https://doi.org/10.1177/1087054717713640
M3 - Article
C2 - 28608744
SN - 1087-0547
VL - 24
SP - 1824
EP - 1835
JO - Journal of Attention Disorders
JF - Journal of Attention Disorders
IS - 13
ER -