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Methylphenidate (Ritalin) given three times daily appears to be more effective than two times daily for children with a more severe attention deficit hyperactivity disorder (ADHD) without significantly more side effects. Four treatment strategies including twice daily, three times daily, gradual increase in concentration, or no treatment were compared for their effects on behavior among 25 boys with ADHD. Behavior was significantly improved with any treatment compared to no treatment. Parents and teachers rated the three times daily treatment better than the twice daily treatment., ABSTRACT. Objective. To evaluate the short-term efficacy and side effects associated with two methylphenidate hydrochloride (MPH) dosing patterns. Methods. Twenty-five boys with attention deficit hyperactivity disorder (ADHD) participated in a [...]

Hyperactivity and attention deficit disorder (ADD) are related, but distinct problems affecting the learning ability and behavior of children. Children referred to a child development center for evaluation of inattentive and hyperactive behavior were studied in order to relate their diagnosis to various emotional and learning problems. Of the 614 children evaluated during a six-year period, 422 (68.7 percent) were diagnosed with ADD and 192 (31.3 percent) were not diagnosed with this disorder. These two groups were then compared; it was noted that 66.8 percent of the ADD children were also diagnosed as hyperactive. Children with ADD had significantly higher IQs (intelligence quotients) and verbal test scores, and their parents had achieved a higher educational level. The ADD group also had more specific learning disabilities. There were significant differences between the two groups of children. Subjects in the group without ADD were more likely to have suffered child abuse or neglect and exhibit intellectual limitations. Their parents were more likely to show evidence of severe psychiatric illness. Factors that did not differ between the groups were depression in the children or parents, motor skill problems, language disorders, conduct disorders, and psychosomatic complaints. The previous use of medications to treat behavior problems in all the children was also investigated. Twenty-nine of the children without a diagnosis of ADD (4.7 percent) had been treated inappropriately with stimulant medication in the past, but in most of these cases the drug was discontinued as soon as it was noted to be ineffective. This does not suggest that stimulant drugs are being prescribed irresponsibly for a large number of children, as some critics of treatment for ADD and hyperactivity have claimed. (Consumer Summary produced by Reliance Medical Information, Inc.)

Abstract. The development of motor and sensory proficiency and the integration of soft signs were analyzed for 38 children with average achievement and 29 children achieving below grade level. Motor coordination, speed, and inhibition, as well as the development of sensory function, were evaluated at the time of entrance to kindergarten and again during the first grade. The performance of both groups progressed on tasks measuring motor speed and coordination as well as tactile integration. Although the children achieving below grade level continued to perform the majority of tasks poorly in comparison with the children performing at grade level, on most of the measures they evidenced definite catch-up or greater gain than the children performing at grade level. Their progress on the motor speed and coordination tasks supports the hypothesis of a developmental lag in these areas. Results of tests of motor inhibition were notable for an absence of progression. That children achieving below grade level did not advance in this area would argue against the hypothesis of a developmental lag for all soft signs. Although results of this longitudinal study are preliminary, findings to date would allow for the possibility that both deficits and lags are responsible for the differences between the academically normal and academically at-risk children. [ABSTRACT FROM AUTHOR]