Desempenho acadêmico de estudantes com diagnóstico de transtorno do déficit de atenção e hiperatividade (TDAH) em uso de metilfenidato: revisão sistemática
Bibliographic record
Abstract
Introduction: Attention deficit hyperactivity disorder (ADHD) is defined as a disorder in which the persistence of symptoms of inattention, hyperactivity and impulsivity interfere negatively in individuals´ social, academic and professional outcomes. Impaired academic achievement is one of the main reasons for starting ADHD medication. Among the available pharmacological options, methylphenidate is the drug most commonly prescribed. Objective: To evaluate the evidence of the effectiveness of methylphenidate in improving the academic performance of ADHD students. Methods: Systematic review of observational studies. Results: Three cohorts, two before-and-after designs and two crosssectional studies were included in the review. They involved 366 children or adolescents aged 6 to 18 years. The methylphenidate dosages ranged from 10 to 72 mg/day and the treatment duration from 2.6 months to 4.25 years. In five out of seven studies, it was concluded that methylphenidate leads to improvement in academic performance. However, among the four lowest bias risk studies (highest scores on the Newcastle Ottawa scale), three have concluded that the drug is ineffective for this purpose. Four studies assessed the long-term use of methylphenidate (more than one year) and the only one which indicated methylphenidate is effective obtained the lowest score on the Newcastle-Ottawa scale. The included studies have considerable limitations and great heterogeneity regarding methodological design and academic performance measurement criteria. Conclusion: Although there are studies indicating that short-term use of methylphenidate may improve outcomes in the school environment, the evidence is weak. The available scientific literature does not support the establishment of adequate conclusions about the real benefits of methylphenidate in the academic improvement of ADHD students.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.022 | 0.050 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.003 |
| Bibliometrics | 0.005 | 0.006 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.003 | 0.003 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.002 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".