INTRODUCTION Many studies have shown the efficacy of methylphenidate in treating children with attention deficit and hyperactivity to reduce the main symptoms of the disorder and problems of behaviour: behaviour which is disruptive, antisocial, negative and aggressive. OBJECTIVES. 1. Analyze the therapeutic effects of methylphenidate on the cognitive function of children with TDAH, combined subtype, evaluated by means of neuropsychological tests of attention and inhibitory control. 2. Determine the efficacy of methylphenidate in improving the basic symptoms of TDAH-C according to the DSM-1V for parents and teachers, and their behaviour, evaluated by their teachers, in the combined subtype.
PATIENTS AND METHODS The sample was made up of 48 children with TDAH-C. 24 of these had been referred by paediatricians and received drug treatment with methylphenidate, 0.5 mg/kg once in the morning and once after lunch (TDAH-C/CTF). The other group of 24 children with TDAH-C were referred from their teachers to a school psychologist so that they followed the usual guidelines for orientation but not a systematically developed treatment (TDAH-C/C or control group).
RESULTS In relation to the first objective the results were good for the TDAH-C/CTF compared with the TDAH-C/C group regarding the proportion of children who improved their results on neuropsychological testing of planning-inhibitory control and attention. The differences between the two groups were statistically significant in the latent period of the reflexive-impulsive test (MFF), arithmetic, cancellation of rhomboids and cancellation of numbers. Regarding the second objective, the improvement in the TDAH-C/CTF group according to the teachers’ opinions were statistically significant with respect to attention, hyperactivity and impulsiveness, as compared with the control group. However, according to the parents’ assessment, although improvement was greater in both dimensions, the differences between the two groups did not reach statistical significance. Finally, the teachers observed greater improvement in the medicated group as compared to the control group regarding three variables: learning problems, antisocial conduct and failure to adapt to school.
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