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

We evaluated separate and interactive effects between common classroom cont ingencies and methylphenidate (MPH) on disruptive and off-task behaviors Fo r 4 children with a diagnosis of attention deficit hyperactivity disorder. Analogue conditions consisting of contingent teacher reprimands, brief time -our, no interaction, and alone were conducted in a multielement design. Me dication status (MPH or placebo) was alternated across days in a superordin ate multielement design. Results indicate that (a) the behavioral effects o f MPH were influenced by one or more of the analogue conditions for each pa rticipant, 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 M PH and placebo conditions. Implications for che clinical effectiveness of M PH and possible behavioral mechanisms of action of MPH in applied settings are discussed.