The effects of methylphenidate in the classroom: What dosage, for which children, for what problems?

In this study we conducted single-case analyses of the dosage and time-cour se effects of methylphenidate (MPH; Ritalin) on disruptive classroom behavi or, math and reading performance, and social engagement. Clear individual d ifferences were demonstrated (a) across children; (b) across academic, beha vioral, and social domains of functioning; (c) for dose-response effects; a nd (d) in the onset and duration of effects. These results are in contrast to the majority of group studies that suggest a generally positive and line ar dose-response effect for MPH across both children and domains of functio ning. No particular dose-response relationship between disruptive behavior and academic performance was indicated. However, an increasing dosage of MP H was associated with increasing social withdrawal for 2 of the 3 participa nts. Implications for school-based medication evaluations and for designing optimal comprehensive interventions for children who receive MPH are discu ssed.