Evidence map›Paper›PMID 30849502›Full record

ArticleJournal of the American Academy of Child and Adolescent Psychiatry2019

Editorial: Does an Attention-Deficit/Hyperactivity Disorder Pill a Day Keep Failing Grades Away?

James G Waxmonsky, Raman Baweja

Abstract readEditorialComment
PubMed Publisher
In one paragraph

Article in Journal of the American Academy of Child and Adolescent Psychiatry, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

5 · Who and what money

Authors and funding

2 authors.

James G WaxmonskyPenn State College of Medicine, Hershey, PA. Electronic address: jwaxmonsky@pennstatehealth.psu.edu.
Raman BawejaPenn State College of Medicine, Hershey, PA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Numerous studies have found that attention-deficit/hyperactivity disorder (ADHD) significantly impairs academic functioning. Observed impairments span diverse outcomes, from grade point average (GPA) and standardized test scores to grade retention and dropout. The impact of treating ADHD on academic functioning has received appreciable attention but remains a topic of debate because of the mixed and somewhat underwhelming results to date. The best evidence for effect is the capacity of central nervous system (CNS) stimulants to decrease problematic behaviors in the classroom.

Indexed as

Attention Deficit Disorder with HyperactivityCentral Nervous System StimulantsAttentionBehavior TherapyHumansParentsCentral Nervous System Stimulants

Identifiers

PMID30849502

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.