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Does the prescribing context for ADHD medications suggest cognitive enhancement motivation?
Descriptive
TitleInfo
Title
Does the prescribing context for ADHD medications suggest cognitive enhancement motivation?
Name
(type = personal)
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(type = family)
Bilder
NamePart
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Scott
NamePart
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1965
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Scott Bilder
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author
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Vitello
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Stanley
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Stanley Vitello
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Advisory Committee
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chair
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(type = family)
Penfield
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Douglas
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Douglas Penfield
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Advisory Committee
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(authority = RULIB)
internal member
Name
(type = personal)
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(type = family)
O'Donnell
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(type = given)
Angela
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Angela O'Donnell
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Advisory Committee
Role
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(authority = RULIB)
internal member
Name
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(type = family)
Crystal
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(type = given)
Stephen
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Stephen Crystal
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Advisory Committee
Role
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(authority = RULIB)
outside member
Name
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NamePart
Rutgers University
Role
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(authority = RULIB)
degree grantor
Name
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NamePart
Graduate School - New Brunswick
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school
TypeOfResource
Text
Genre
(authority = marcgt)
theses
OriginInfo
DateCreated
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2012
DateOther
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(type = degree)
2012-05
Place
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xx
Language
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(type = code)
eng
Abstract
(type = abstract)
Numerous scientific studies and media reports point to the widespread use of prescription medications for Attention Deficit Hyperactivity Disorder (ADHD) to improve study performance. The purpose of this study was to determine, among a population of high school-age students, whether (a) there was an increase in the prescribing of these medications in the weeks immediately prior to and during final exams and (b) whether physicians appeared to be more cautious during this period in terms of the patients for whom they wrote prescriptions and the characteristics of the medications prescribed. In addition, to the extent that an exam-related increase in prescribing was observed, this study sought to determine whether its magnitude was related to county level measures of academic performance. These questions were addressed using administrative prescription drug, medical claims, and enrollment records from a database of private health insurance plan beneficiaries. County level measures of performance on the SAT and AP exams, as well as on state-mandated tests, were linked to the health care data for a geographic subset of students. Contrary to expectations, the final exam period appeared to represent the start of an anticipated summer decline in rates of prescribing rather than the occasion for a hypothesized temporary increase. Moreover, there was no evidence of between-county variation that could be explained by the test performance measures. In addition, there was only limited evidence that students who began pharmacotherapy for ADHD in the exam period differed from other treatment initiators in terms of age, sex, diagnosis and treatment history, or characteristics of the medications prescribed. These results, in combination with similar findings concerning summer initiators, suggest that the timing of treatment initiation is more sensitive to clinical need than to short-term academic demand. Nevertheless, the sharp decline in prescribing observed from late spring through late summer suggests that school-related demands do play a role on a larger scale despite clinical recommendations that ADHD be treated as a chronic condition.
Subject
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Topic
Education
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Title
Rutgers University Electronic Theses and Dissertations
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ETD_3967
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electronic resource
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application/pdf
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text/xml
Extent
ix, 149 p. : ill.
Note
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Ph.D.
Note
(type = bibliography)
Includes bibliographical references
Note
(type = vita)
Includes vita
Note
(type = statement of responsibility)
by Scott M. Bilder
Subject
(authority = ETD-LCSH)
Topic
Attention-deficit hyperactivity disorder--Treatment
Subject
(authority = ETD-LCSH)
Topic
Attention-deficit disorder in adolescence--Treatment
Subject
(authority = ETD-LCSH)
Topic
High school students--Health and hygiene
Subject
(authority = ETD-LCSH)
Topic
Cognition disorders in adolescence
Subject
(authority = ETD-LCSH)
Topic
Drugs--Prescribing
Identifier
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http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000065086
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Graduate School - New Brunswick Electronic Theses and Dissertations
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rucore19991600001
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(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T3W37V7B
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
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Name
FamilyName
Bilder
GivenName
Scott
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
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(qualifier = exact);
(point = start)
2012-04-15 21:48:51
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Name
Scott Bilder
Role
Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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