CHILDREN WITH ADHD AND TIC DISORDER AND THEIR CLASSMATES - BEHAVIORALNORMALIZATION WITH METHYLPHENIDATE

Objectives: To examine behavioral differences between children with at tention-deficit hyperactivity disorder (ADHD) and ties and their peers and the extent to which methylphenidate (0.1, 0.3, and 0.5 mg/kg) nor malized the behavior of probands and indirectly influenced the behavio r of peers (treatment spillover). Method: Thirty-four prepubertal chil dren with ADHD and chronic tic disorder (who were participating in a d ouble-blind, placebo-controlled methylphenidate evaluation) and their peers were observed for approximately 20 hours in the school setting ( classroom seatwork activities, lunchroom, and playground). Results: Ch ildren with ADHD and ties were more inattentive and more disruptive in the classroom and more aggressive in all school settings than their p eers. Although treatment with methylphenidate made probands less easil y distinguished from their peers (normalization), many children still scored in the deviant range for at least one ADHD behavior when receiv ing the 0.5-mg/kg dose. There was little evidence that peer behavior i mproved as a function of the proband's dose of medication. Conclusions : Although conventional doses of methylphenidate produced dramatic cli nical improvement in ADHD-related behavior, complete behavioral normal ization is often not attained.