Methylphenidate and cognitive therapy: A comparison of treatment approaches with hyperactive boys

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Abstract
This study of hyperactive boys evaluated the effects of three modes of treatment in relation to an untreated group. The treatments were administered over a 3- month period and included cognitive training, stimulant drug therapy (methylphenidate), and the two treatments combined. A follow- up as-peer and teacher perceptions of younger and older ADDH and normal children were compared. Peer nominations on the Pupil Evaluation Inventory revealed that ADDH children received more nominations on the Aggression factor and fewer on the Likability factor. ADDH boys received more nominations on the Withdrawal factor. Generally, older children received fewer nominations, but age did not interact with diagnosis; that is, younger and older ADDH children were perceived by peers as equally deviant. Discriminant analyses showed that peer ratings were useful in discriminating between ADDH and normal boys, but not between ADDH and normal girls. Teacher ratings of peer behavior suggested that older ADDH girls were perceived as less disturbed than younger girls. However, teacher ratings of boys revealed no age by diagnosis interactions. Low to moderate correlations were found between peer and teacher ratings of ADDH boys, and the pattern of relationship varied with age.