Effects of Amphetamine Therapy and Prescriptive Tutoring on the Behavior and Achievement of Lower Class Hyperactive Children

Abstract

The present study had two primary objectives: (1) to evaluate the relatively long-term (4-6 months) effects of dextroamphetamine on the behavior, achievement, and perceptual-cognitive functioning of hyperkinetic children; (2) to compare the effects of dextroamphetamine and prescriptive perceptual-cognitive tutoring. Sixty-eight children matched for intelligence and degree of hyperactivity were assigned to the following groups: placebolno tutoring; placebo/tutoring; dextroamphetamine/no tutoring; and dextroamphetamine /tutoring. Double-blind procedures were used in the administration of medication. Results indicate that dextroamphetamine contributed to a reduction of hyperkinetic behavioral symptoms and to improvement in performance on various measures of perceptual motor and cognitive development. Twice-a-week tutoring for an average of 20 weeks resulted in gains on some WISC subtests but was clearly not as effective as medication. Neither experimental condition significantly influenced academic achievement as measured by the Wide Range Achievement Test. Implications for the management and instruction of hyperkinetic children are discussed.

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