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Neuropsychological Effects of Stimulant Medication on Children’s Learning and Behavior

  • Chapter
Handbook of Clinical Child Neuropsychology

Part of the book series: Critical Issues in Neuropsychology ((CINP))

Abstract

Bradley’s (1937) seminal publication of the ameliorative effects of Benzedrine on behavior-disordered children had significant impact on pediatric psychopharmacology and to a large extent altered child psychiatric and neurological services in this country. According to Bradley and his colleagues, the main clinical effects of stimulant drugs were reduced hyperactivity, distractibility, and impulsivity in children who had not responded to traditional psychotherapy. Ironically, Bradley’s earlier clinical observations, which were based on insufficient investigation and inadequate methodology, are generally consistent with contemporary research findings, which generally support the efficacy of stimulants in improving performance on a wide array of cognitive tasks and decreasing disruptive behaviors (Gittelman, 1983).

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Authors and Affiliations

  1. Division of Child and Adolescent Psychiatry, Emory University School of Medicine, Atlanta, Georgia, 30322, USA

    Ronald T. Brown

  2. Department of Psychology, Pepperdine University, Los Angeles, California, 90034, USA

    Kathi A. Borden

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  1. Department of Educational Psychology, Texas A&M University, 77843, College Station, Texas, USA

    Cecil R. Reynolds  & Elaine Fletcher-Janzen  & 

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Brown, R.T., Borden, K.A. (1989). Neuropsychological Effects of Stimulant Medication on Children’s Learning and Behavior. In: Reynolds, C.R., Fletcher-Janzen, E. (eds) Handbook of Clinical Child Neuropsychology. Critical Issues in Neuropsychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-6807-4_24

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