THE UTILITY OF CURRICULUM-BASED MEASUREMENT FOR EVALUATING THE EFFECTS OF METHYLPHENIDATE ON ACADEMIC-PERFORMANCE

Two case studies were conducted to investigate the utility of curricul um-based measurement of math and reading for evaluating the effects of methylphenidate on the academic performance of 2 students diagnosed w ith attention deficit hyperactivity disorder. Following baseline measu rement, double-blind placebo-controlled procedures were employed to ev aluate each student's response to three levels (5 mg, 10 mg and 15 mg) of the medication. Results of the first study suggest that the curric ulum-based measures were sensitive indicators of the student's respons e to medication. This finding was replicated in the second study. In t he second study, when the student's follow-up dose of medication was b ased on trial-phase data, follow-up performance was improved compared to baseline performance. These case studies suggest that further resea rch is warranted on the utility of curriculum-based measurements for m onitoring and evaluating stimulant medication interventions with child ren with this disorder.