Peer Interaction in a Structured Communication Task: Cmparisons of Normal and Hyperactive Boys ad of Methylphenidate (Ritalin) and Placebo Effects

Abstract

Peer communication patterns were assessed as school-aged boys participated in a dyadic referential communication task. The responses of comparison boys were compared to those of hyperactive boys on methylphenidate (Ritalin) and on placebo in a double-blind crossover design. Separate systems [2] for assessing communication were developed, a qualitative system designed to capture the flavor of interaction and a quantitative system focused on specific types of communicative content. Task products and completion times were scored. Hyperactive children, regardless of medication status, are apparently less likely than comparison peers to: modulate ongoing or habitual behavior patterns in response to externally imposed shifts in role-appropriate behaviors; maintain consistent, uninterrupted goal orientation; and respond to subtle social learning opportunities. Methylphenidate appeared to have a greater impact on behavior style than on competence, decreasing perceived intensity without influencing efficiency. A mild medication-induced dysphoria was documented. Directions for future research and the need for caution in clinical interpretation are discussed.