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Stimulant Medications and the Classroom Attention-to-Task and Deviant Social Behaviors of Twelve Hyperactive Males

Richard L. Simpson, Carol Ann Reece, Ralph Kauffman and Fowler Jones
Learning Disability Quarterly
Vol. 3, No. 1 (Winter, 1980), pp. 19-27
Published by: Sage Publications, Inc.
DOI: 10.2307/1510422
Stable URL: http://www.jstor.org/stable/1510422
Page Count: 9
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Stimulant Medications and the Classroom Attention-to-Task and Deviant Social Behaviors of Twelve Hyperactive Males
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Abstract

Twelve hyperactive males, ages 6 to 12, were treated with methylphenidate, d-amphetamine and a placebo under double-blind conditions. Each of the subjects was evaluated via a structured classroom observation procedure in his regular classroom setting over a continuous 30-week period to determine the influence of the medication on classroom functioning. Individual analysis of subjects' data revealed that the drug treatment was associated with variant levels of positive influence. The significance of objective multidisciplinary drug evaluation strategies is stressed.

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