Methylphenidate use and school performance among primary school children: a descriptive study

BMC Psychiatry

Research Article

Tjalling W de Vries¹  Pieter J Hoekstra²  Jurjen van der Schans³  Jens HJ Bos³  Rukiye Çiçek³  Sefike Vardar³  Eelko Hak⁴ 

[1] Department of Pediatrics, Medical Center Leeuwarden, Henri Dunantweg 2, 8934 AD, Leeuwarden, the Netherlands;Department of Psychiatry, University of Groningen, University Medical Center Groningen, Hanzeplein 1, 9713 GZ, Groningen, the Netherlands;Groningen Research Institute of Pharmacy, PharmacoTherapy, -Epidemiology & -Economics, University of Groningen, Antionius Deuginslaan 1, 9713 AV, Groningen, the Netherlands;Groningen Research Institute of Pharmacy, PharmacoTherapy, -Epidemiology & -Economics, University of Groningen, Antionius Deuginslaan 1, 9713 AV, Groningen, the Netherlands;Department of Epidemiology, University Medical Center Groningen, Hanzeplein 1, 9713 GZ, Groningen, the Netherlands;

关键词: Methylphenidate;    Attention-deficit/hyperactivity disorder;    School performance;    Pediatrics;   

DOI  :  10.1186/s12888-017-1279-1

 received in 2016-11-10, accepted in 2017-03-18,  发布年份 2017

来源: Springer

【 摘 要 】

BackgroundThere is no conclusive evidence that stimulants have beneficial effects on major associated outcome parameters, particularly school performance. We assessed the differences in school performance among children using methylphenidate at the end of primary school in relation to various parameters of methylphenidate use.MethodsWe linked children from a pharmacy prescription database with standardized achievement test results at the end of primary school. We explored differences in test scores between current methylphenidate users versus never users and methylphenidate users who stopped treatment at least 6 months before the test, early versus late starters, different dosage of methylphenidate, and concurrent antipsychotic or asthma treatment.ResultsOut of the 7736 children, 377 (4.9%) children were treated with methylphenidate at the time of the test. After adjusting for confounders the methylphenidate users (532.58 ± .48) performed significantly lower on the test than never users (534.72 ± .11). Compared with late starters of methylphenidate treatment (536.94 ± 1.51) we found significantly lower test scores for the early starters (532.33 ± .50).ConclusionOur study indicates that children using methylphenidate still perform less at school compared to their peers. Our study also suggests that earlier start of methylphenidate treatment is associated with a lower school performance compared to children starting later with the treatment. This result could either indicate a limited effect of long term treatment or a more strongly affected group of early starters.

【 授权许可】

CC BY   
© The Author(s). 2017