Twelve hyperactive males, ages 6 to 12, were treated with methylphenidate, d-amphetamine and a placebo under double-blind conditions. Each of the subjects was evaluated via a structured classroom observation procedure in his regular classroom setting over a continuous 30-week period to determine the influence of the medication on classroom functioning. Individual analysis of subjects' data revealed that the drug treatment was associated with variant levels of positive influence. The significance of objective multidisciplinary drug evaluation strategies is stressed.
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