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ERIC Number: EJ783512
Record Type: Journal
Publication Date: 2007-Sep-25
Pages: 20
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1537-7903
Methylphenidate, Atomoxetine, and Caffeine: A Primer for School Psychologists
Carlson, John S.; Kruer, Jessica L.; Ogg, Julia A.; Mathiason, Jacob B.; Magen, Jed
Journal of Applied School Psychology, v24 n1 p127-146 Sep 2007
Knowledge of evidence-based pharmacological and psychosocial treatments is essential to carrying out roles and responsibilities within school-based practice. The purpose of this paper is to review the level of support for three psychotropic drugs reported in the literature to treat symptoms of Attention-Deficit Hyperactivity Disorder (ADHD). Prescription stimulants (methylphenidate-based), a prescription non-stimulant (atomoxetine), and a readily available/consumed stimulant (caffeine) are reviewed in the context of how they purportedly work to improve behavioral functioning and an overview of the state of research regarding their effects (i.e., adverse and beneficial) is provided. This review provides school psychologists with a summary of the strong empirical support for methylphenidate-based medication for treating ADHD symptoms and the importance of its consideration within a comprehensive treatment plan including ecological and behavioral treatments. In addition, more limited, yet emerging support for atomoxetine is reviewed and a lack of converging evidence is summarized regarding the use of caffeine. Continued focus on the effects of both traditional and alternative pharmacological approaches within school settings is essential to furthering our understanding of the costs and benefits of potential mental health treatments for children's academic, social, and behavioral challenges.
Haworth Press Inc. 10 Alice Street, Binghamton, NY 13904. Tel: 800-429-6784; Fax: 800-895-0582; e-mail: Orders@haworthpress.com; Web site: http://www.haworthpress.com/journals/default.asp
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A