Running Head: THE IMPACT OF MEDICATION FOR CHILDREN WITH ADHD

The Impact of Medication for Children with ADHD at Improving Behavior and Academic
Achievement
Cristina DAmico
Caldwell University

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Abstract
This paper reviews three published articles that display research on children with ADHD at
improving on-task behavior and academic achievement. This article review supports the concept
of not using medication for children with ADHD and instead using strategies that will help
children throughout their life time. This paper exams the support of medication versus the belief
that medication is not the solution to improve on-task behavior and academic achievement.
Daley and Birchwood (2009) suggest that the childs environment and strategies will benefit the
student with on task behavior. This paper will focus on Daley and Birchwood (2009) on
strategies that could be used on children with ADHD as well as another article supporting the
belief that the environment will help with on task behavior as opposed to having children
medicated.

Keywords: ADHD, on-task behavior, medication and academic achievement.

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The Impact of Medication for Children with ADHD at Improving Behavior and
Academic Achievement
Attention- deficit/ hyperactive disorder (ADHD) is one of the most common child
psychiatric disorders. Today, it affects an estimated 5 percent of children worldwide.(Prasuad,
2012) ADHD presents itself at an early age, children can be diagnosed as early as one years old.
Children with ADHD show common symptoms such as having a difficult time taking turns,
talking excessively, trouble listening to others, tendencies to interrupt or intrude on others but
mainly, these children have a hard time concentrating.(Daley and Birchwood 2009) ADHD
patients tend to be medicated immediately following their diagnosis. Medications are prescribed
to children to improve their on-task behavior. However, children simply do not need to be on
medication to successfully perform in a classroom environment. This paper reviews both
research and treatments of children diagnosed with ADHD and provides insight for as to why
medication is not the most efficient way to help a child with on-task behavior and academic
success.
Pharmaceutical treatments are utilized for students that suffer from ADHD to alter their
behavior and psychological behaviors. In Prasad et al.s (2012) believe that children who are
diagnosed with ADHD improve at on-task behavior and academic achievement in the classroom
when they are properly medicated. The use of prescribed drug treatments has affected academic
outcomes for children as well as having undesired behavior in the classroom decrease. The
stimulants used in such medications improve attention, concentration, and motivation that the
children need to give them the ability to focus on the work currently at hand. Essentially, the
purpose of these treatments is to improve childrens classroom behaviors and academic

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performance. Furthermore, their on-task behaviors will significantly change with the help of
such medications. Studies have shown that ADHD medication helps with short-term memory in
the classroom, as well as treatments that are associated with long-term improvements in
academic performance. Medicines such as methylphenidate hydrochloride (Ritalin) and other
stimulants help suppress and regulate impulsive behavior. The medication suppresses
hyperactivity, improve social interactions and help children concentrate.(Prasad et al., 2012) In
essence, these types of medications allow children to perform better in school and become more
socially interactive with others. Additionally, it is also suggests that by increasing the dose of
medication as the child grows can improve cognitive functions and academic achievement. In
terms of on-task behaviors in the classroom the articles supports the benefits of treatments and
indicate that drug treatments improve the experience for children. However, medications arent
always the solution for children with ADHD; there are possible long-term negative effects that
could happen to both a childs developing body and brain.
Individuals who have been diagnosed with ADHD deal with many hardships in their
everyday lives. It is difficult for not only themselves, but for their family and friends as well. A
child will be disruptive, have outbursts, temper tantrums or other misbehavior, however,
medication is not the only solution for children with ADHD.(Daley et al.,2009) In the article,
ADHD and Academic Performance, by D. Daley and J. Birchwood (2009), state that studies have
shown that children with ADHD have shown a decreased size of their prefrontal cortex. By
having a decreased prefrontal lobe, defects such as memory and responsibility are part of the
childs disorder which coincides with their behaviors. A child cannot be successful with on-task
behavior when they struggle with memory, planning and organization. The article states that

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training children with ADHD by practicing with them memory tasks ultimately improves
neuroplasticity and serves as a better solution then having the children medicated.
Academic intervention serves as a great way to intervene with childrens behaviors.
Supporting a child with peer and parent tutoring, task modifications, classroom functional
assessment procedures, strategy training, and homework interventions are just a few methods in
which academic intervention can help a child succeed. If peer or parent tutoring is considered,
students should not be placed in a large classroom without a one-on-one instructor. Typically, a
child will work more efficiently when it is given undivided attention. Peer tutoring strategy is to
help students receive the one-on-one attention that they need both during and after a lesson has
been taught. Task instructional modifications involve the manipulation of tasks and instructions
to meet the needs of a student. In other words, a teacher changes the material of the lesson in
order to fit the childs learning needs. Classroom functional assessment procedures consist of
various methods of intervention that find specific ways to manipulate a lesson that the child may
require. This will help the on-task behavior. By providing the child with manipulations, the child
knows that there is a goal that must be reached to earn what the child has selected.
An additional strategy such as self-monitoring helps the students with setting their own
goals for the classroom, and allows them to determine what they would like to achieve.
Strategies such as this can help the students along with classroom functional assessment. Another
method such as strategy training involves a student using skillful methods to improve their
academic success, and even the simple tasks they face in their everyday lives. Homework
focused interventions involve teaching parents how to manage their childs homework. This is a
key aspect in helping the student become more academically successful. The child must have the
same structure of learning as they do in school. Ultimately, this will reinforce the childs

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understanding, that school work and homework should be done in the same way and with no
behavioral problems. Having teachers trained to help students diagnosed with ADHD will benefit
will have a ripple effect; benefiting not only the child, but their friends and families as well due
to their improved behavioral patterns. The teacher will implement additional methods to help the
child, and they can aid in their success by simply providing additional time needed to finish
assignments. For these students, not everything is understood the moment it is taught. This can
cause a negative impact on the student. Everything the teacher discusses is used to provide the
best support for a child, especially for those ADHD. This will enable professionals to gain a
broader understanding that medications are not the only option that a child diagnosed with
ADHD has. ADHD children have difficulties paying attention, short-term memory issues,
planning, and motivation problems. This makes it hard for the child to following through on
assignments and focusing on what is given. A child needs the support to fully be able to
accomplish school work and not have behavioral problems.
An additional article that supports the notion that medication is not always the most
efficient way is The Impact of Instructional Context on Classroom On-Task Behavior, written by
Imeraj et als. (20110. This article states that teachers supervision of what is being assigned and
class context can help the students on-task behavior. The authors state that Teachers are able to
adapt their levels of supervision and help those children specific needs in order to enhance
childrens attention.(Imeraj et als., 2011) When the teacher is giving a child one-on-one
interactions, the child shows more focus on the material. When the teacher is focusing on the
child individually instead of combining them in groups, it impacts the students behavior as well
as their understanding of the lesson being taught in a positive manner. In essence, the students
will have improved concentration by having someone next to them that they can rely on for

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support. Statistically, studies have shown that students with ADHD have had a significant impact
by participating in music and art classes compared to those of science and math. A students ontask behavior has significantly increased when they participated in interactive materials. If a
teacher were able to combine music and art with math, science, and language arts, the children
will be able to make a connection with the material taught and what they enjoy. Having music
and art is an exceptional way to involve the children and make them feel comfortable with the
materials they are learning.
Although children with ADHD statistically show less time on-tasks, there was a sizeable
difference between students working in a class group when it involved math, science and
language arts without one-on-one, individual teaching. Students need to have interest in the
material that is being taught and it is the teachers responsibility to provide, or even provoke such
an interest in the material being taught. If they do, the students will make a connection and
understand the concepts. As stated before, drugs which can carry side effects include stunted
growth, abdominal pain and loss of appetite. All of these side effects can all be replaced with
teachers supporting the changing of material and exercises that help patients strengthen their
cognitive skills.
Conclusion
On-task behaviors have changed when various techniques were applied. Statistically,
childrens academic achievement percentages have grown in comparison to other children that
were not shown the same techniques of learning. The students who were placed in small groups
or received one-on-one treatment showed a stronger positive result on their on-task behaviors.
Other studies that would help determine whether or not children need medication should have
involved children that are not medicated to do the same test as well in order to discern the

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difference in academic success between the two groups. It is essential that future research
include outcomes that focus on the accuracy of childrens academic work that are medicated
compared to those that are not. Trials should aim to use their outcomes to measure the students
actual comprehension of the material instead of what the children are capable of doing. Drug
treatments for ADHD improves the school experience for students, but it does not show what the
child is understanding. The students will depend on the medication to focus instead of using
learning skills that will be with them throughout their academic careers that will only benefit
their on-task behavior.

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References

Prasad, V., Brogan, E., Mulvaney, C., Grainge, M., Staton, W., & Sayal, K. (2012). How
effective are drugs treatments for children with ADHD at improving on-task behavior
and academic achievement in the school classroom? A systematic review and metaanalysis. Eur Child Adolesc Psychiatry, 203-204, 212.

Imeraj, L., Antrop, I., Sonuga-Barke, E., Deboutte, D., Deschepper, E., Bal, S., &
Roeyers, H. (2011). The impact of instructional context on classroom on-task
behavior: A matched comparison of children with ADHD and non-ADHD
classmates. Journal of School Psychology, 487-491 and 497.

Daley, D., & Birchwood, J. (2009). ADHD and academic performance: Why does ADHD impact
on academic performance and what can be done to support ADHD children in the classroom?
Child: Care, Health and Development, 455457, 459-461.