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首页> 外文期刊>Clinical Child and Family Psychology Review >Does Long-Term Medication Use Improve the Academic Outcomes of Youth with Attention-Deficit/Hyperactivity Disorder?
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Does Long-Term Medication Use Improve the Academic Outcomes of Youth with Attention-Deficit/Hyperactivity Disorder?

机译：长期服用药物会改善患有注意力缺陷/多动症的青少年的学业成绩吗？

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摘要

Youth with Attention-Deficit/Hyperactivity Disorder (ADHD) frequently experience academic impairment, including lower grades than their peers and elevated risk for grade retention and school dropout. Medication is the most commonly used treatment for youth with ADHD, and it is therefore essential to understand the extent to which medication use improves long-term academic functioning. This paper reviews the literature on the relation between long-term medication use and the academic outcomes of youth with ADHD. A systematic literature search was conducted to identify pertinent studies published since 2000 that followed youth with ADHD for 3 or more years. Academic outcomes of interest included school grades, achievement test scores, and grade retention. Nine studies were identified reporting on eight distinct longitudinal samples (N across studies = 8,721). These studies demonstrate that long-term medication use is associated with improvements in standardized achievement scores. However, the magnitude of these improvements is small and the clinical or educational significance is questionable. Evidence for long-term improvements in school grades and grade retention is less compelling. This review highlights methodological considerations in providing directions for future research. The importance of using multiple sources to gather information about medication adherence is discussed, including use of methodologies such as electronic monitors, rather than relying solely on parent report or chart review. Future research should also examine a range of medication adherence definitions in order to determine whether age of onset, duration of use, dose, and/or consistency of use moderates the relation between long-term medication use and academic outcomes.
机译：患有注意力缺陷/多动症（ADHD）的青年经常会遭受学习障碍，包括比同龄人的成绩低，以及留级和辍学的风险较高。药物治疗是多动症青年最常用的治疗方法，因此了解药物使用在多大程度上改善长期学术功能至关重要。本文回顾了长期服用药物与多动症青年的学习成果之间关系的文献。进行了系统的文献检索，以鉴定自2000年以来发表的对患有ADHD的青年进行3年或更长时间的研究。感兴趣的学术成果包括学校成绩，成绩测验分数和成绩保留率。九项研究被确定报告了八个不同的纵向样本（研究中的N = 8,721）。这些研究表明，长期服用药物与标准化成绩得分的提高有关。但是，这些改善的幅度很小，临床或教育意义值得怀疑。长期提高学校成绩和保留成绩的证据缺乏说服力。这篇综述突出了为未来研究提供指导的方法学上的考虑。讨论了使用多种来源收集有关药物依从性的信息的重要性，包括使用诸如电子监控器之类的方法，而不是仅仅依靠母体报告或图表审查。未来的研究还应该检查一系列药物依从性定义，以确定起病年龄，使用时间，剂量和/或使用一致性是否能缓解长期用药与学业成果之间的关系。

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