EFFICACY OF METHYLPHENIDATE AND BEHAVIORAL INTERVENTION ON CLASSROOM-BEHAVIOR IN CHILDREN WITH ADHD AND MENTAL-RETARDATION

Using a combination of an alternating treatment and double-blind place bo-controlled drug design, the independent and combined effects of two behavioral interventions and two doses of methylphenidate (MPH) in 3 children with Attention Deficit Hyperactivity Disorder (ADHD) and ment al retardation (MR) were assessed. In this single subject design, 2 of the 3 subjects responded positively to medication as measured by incr eased on-task behavior. The first behavioral intervention, a token eco nomy for on-task behavior, was ineffective for increasing either on-ta sk behavior or work accuracy when combined with placebo. However, impr ovement in work accuracy was realized with implementation of a second behavioral intervention that specifically targeted accuracy independen t of drug conditions. The current findings highlight both the positive effects and limitations of the two commonly used treatment modalities for ADHD. Future studies should continue to extend this area of inves tigative efforts to produce more data-based knowledge as to the approp riate doses of treatment, both pharmacological and behavioral, with ch ildren with both ADHD and mental retardation.