ANALOG CLASSROOM ASSESSMENT OF ADDERALL(R) IN CHILDREN WITH ADHD

Objective: This was a randomized, double-blind, crossover study of 30 children with attention-deficit/hyperactivity disorder (ADHD) that eva luated the time course effects of four doses of Adderall(R) (5, 10, 15 , and 20 mg), an inactive control (placebo), and a positive control (c linical dose of methylphenidate). Method: For each treatment condition , a capsule was administered in the morning and assessments were perfo rmed in an analog classroom setting every 1.5 hours across the day. Su bjective (teacher ratings of deportment and attention) and objective ( scores on math tests) measures were obtained for each classroom sessio n, and these measures were used to evaluate time-response and dose-res ponse effects of Adderall(R). Results: For doses of Adderall(R) greate r than 5 mg, significant time course effects were observed. Rapid impr ovements on teacher ratings and math performance were observed by 1.5 hours after administration, and these effects dissipated by the end of the day. The specific pattern of time course effects depended on dose : the time of peak effects and the duration of action increased with d ose of Adderall(R). Conclusions: This documentation of efficacy in a c ontrolled study supports the addition of Adderall(R) to the armamentar ium of psychotropic medications for the treatment of ADHD. The differe nces in time-response patterns of Adderall(R) and methylphenidate may help tailor treatment to meet specific clinical needs of different chi ldren with ADHD.