The Role of Medication in Reducing the Negative Effects of Hyperactivity-Inattention on Achievement: A Population-based Longitudinal Investigation of Students and their Classrooms

Publication date: Available online 27 August 2018Source: Contemporary Educational PsychologyAuthor(s): Andrew J. Martin, Rebecca J. Collie, Christine Roberts, Natasha NassarAbstractThe present study investigated the role of psychostimulants (methylphenidate, dexamphetamine; prescribed to study participants for diagnosed attention-deficit/hyperactivity disorder; ADHD) in reducing the negative effects of hyperactivity-inattention (H-I) on achievement through elementary school. Whereas the bulk of research investigating H-I and medication has focused on students (conducting student-level analyses), research into classroom climates and processes suggests this issue be examined at both student- and classroom-levels. The sample comprised 54,165 Australian students (from 5,419 classrooms) for whom H-I data were available in kindergarten and achievement data were available in year 3 and year 5. In preliminary variance components analyses, findings showed there was notable variation in H-I and psychostimulant status from classroom to classroom. In multilevel path analysis, at both student- and class-levels psychostimulants reduced the negative effects of H-I on student achievement, to a level where H-I had no significant negative impact on achievement. These effects were not moderated by dosage or psychostimulant type. Taken together, our findings add to the body of effective multi-modal educational and psychological interventions used to enhance the achievement outcomes of individual...
Source: Contemporary Educational Psychology - Category: Child Development Source Type: research