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Children on Medication DOCUMENT 4.4 71 1170 976 AUTHOR Gadow, Kenneth D. TITLE Children on Modica A Pr it fors scholl Personnel. 7NsT 'TUT ID N council for Fxc) children, V( Information Services nn Putlicaticrs. sPONS kGFNCY NattonalTnst. of Educat on pH tOa's A - D.C. PUB DATE 79 NOTE 116p.;A Product of the'RIC C1 aringhou5P on Han dicapped and Gift ed Children AVAILABLE FROM The Council for ,-?xcepticnal Child Puhlica Sales Unit, 1920 Association Drive, Rrestor, Vir 22091( 7.50, Publication No. 191) EDRS PRICE MF01/PO e l j Dist DESCFIPTCP.S *Behavior charge; Drug !ducat on; *DrugThy spy. Epileply; *4andicapred Childrn; Hypera - -Y; Mentally H4adicapped; School personnel;*5 Iciltiv7; *stimulants TRACT Tnteaded asa prioer for chcol the book flscusses children vhose various disorders raqulr th -m to b,=7? on medication, and describes behavioral effects o these d.riigs along with their major 9 Pundamertal concepts= in pharmacotherapy are reviewed, including dosagp adjustment ancd side ofects, and a brief introduction to the different kinds of rdrugl ls presented.Fsarchinvestigating the Effects of stiuulants(p itilin, Dexedrine, and Cylert) on activity level, perceptual-motor sRills, learning performance, behavior problems, andschoolachievemnt of hyperactive children is rnviewel. Nonstimulart drugs occasionally used in the 1-ratmen,- of hyperactivity are also mentioned, and the Feirigold diet and behavior modification are briefly described. The various types-of epilepsy are examined, along with the drugs used to treat them. Also covered are fibrils ssizure, the management of seizure s in the classrom, and how a ntiepileptic drugs can affect classroom performance. The use of major tranquilizers in the treatment of behavior disorders associated with mental retardation is described. Other topics covered include the use of psychotropic drugs in the treatment of enuresis, school phobia, cerebral palsy, and . childhood psychosis. Included in the appendixns are a classification of psychotropic drugs, a classification of the epilepsies, arld Conners' Atbrev acher PAting Scale.A glossary is also included. (ELS) * * * * * * Raprod uction s supplied y EDRS are the host t hat can be glade from the oriairal document. ********* *****#* ******** Children's Medication Chart Developed by Kenneth D. Gadow and Robert L. Sprague TWA chart lo Intended for purposes of survey Identification only An A (10 Marnrpa ma( Airraa ISO rail) Bonsai-0.P rnal l'' I turf 70' limpaggIV op rt,g) Co100100ggsgg10. 11 el E- --10m0 ` Kip la' (0-3re IDarnar Pa aae Dakota laa` (§arte 1 11 12 1 14 ,:4 . Daeadriroe Spaniel*. IS MO O.rrnid. ' -*ea' (10 Mai [lamer' in mat DI ggili, (000 mg) Dirstrarra* eaU 9._ 014antar gaps mu) ougg00 ggggegig, MA mg) DiaaaIla, IMAM,' 00 mg) 0110m1m. Oa (4 area 0001110 w110 1% ggatm PhgrighgrgItgl 1(0000010 Plmnabgrblul MOM- 20 1 22 2 24 - MO (030 mg) egg 2 : gimp OD lag) Mee' Oa are akaggrig, gpartigtg' MS 00) --- 2_ 2 27 28 2 EM)00§0). gontmle ) 00100011. Ow mg) LItermag. (0 mg) Ubragg I (10 mat 1.112(10m. (3 mg) 30 1 i3 34 kt ',bd..(10 mg) Lugegi. OS Mid 1.0ng001, (22 mg) Megmal, I mg) 1 g1060(11* fag 012) . .m .m 975by the Board of Trustees of the University of Illinois Continued on inside back cover e edicati p rimer for sell°personel kenne h dl.gaclow The Counctl f or Exceptional Children A product of the ERIC Clearinghouse on Handicapped andGifted ERIC'Children. Published in 1979 by The Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091 Library of Congress Number 79-51024 The material in this publication was prepared pursuant to a contractwith the National Institute of Education, US Department of Health, Education, andWel- fare. Contractors undertaking such projects under governmentsponsorship are encouraged to express freely their judgment in professional and technicalmat- ters. Prior to publication the manuscript was submitted toThe Council for Ex- ceptional Children for critical review and detorrnination of professional compe- tence_ This publication has met such standards. Pointsof view, however, do not necessarily represent the official view or opinions ofeither The Council for Exceptional Children or the National Institute of Education. Printed in the United States of America. Contents About the Author iv Acknowledgments iv Introduction 1 / Fundamental Concepts in Pharmacotherapy 5 2/ Hyperactivity 14 3/ Convulsive Disorders 33 4/ Mental Retardation 59 5/ Other Disorders 73 Appendixes 79 References 88 Glossary 100 Iji About the Author Kenneth D. Gadow is an Assistant Professor in the Special Education Program at the State University of New York at Stony Brook. He completed his undergraduate and graduate studies at the University of Illinois receiving a B.S. degree in psychology, M.Ed. in early childhood special education, and Ph.D. in special education. His experience in education includes classroom teaching. inservice training, consult- ing, and teacher preparation. Dr. Gadow studied pediatric psychopharmacology at the University's Institute for Child Behavior and Development and became involved in drug research on hyperactive and mentally retarded children. He has served as a member of the Board of Directors of the Illinois Epilepsy Association. Dr. Gadow has directed three statewide studies of special education programs in Illinois to determine the pattern and prevalence of drug use and school involvement in drug therapy. The results of these studies have led him to believe that there are serious problems in the delivery of services to children who receive medication. Two of the major problems teachers encountered were exclusion from a mean- ingful role in what should be a team effort and less than adequate training about pharmacotherapy. In response to the latter; he and Dr. Robert L. Sprague developed one of the first comprehensive courses about medication and exceptional children offered in a College of Education. The two also collaborated on the development of an inservice training institute for The Council for Exceptional Children entitled "Drug Therapy with Children.- Dr, Gadow's current research activities include a followup study of hyperactive children treated with stimulant drugs. Some of the variables being investigated are drug abuse, reactions to taking medication, delinquency. and the impact medication has had on the child and family. Acknowledgments I would like to thank the following people for reading preliminary drafts of various chapters and making valuable textual suggestions: Laurence Becker, Ph.D.. Associate Professor of Pediatrics, University of California School of Medicine, Irvine; Mary Coleman, M.D., Clinical Assistant Professor. Georgetown School of Medicine, and Director, Children's Brain Research Clinic, Washington, D.C.;Frederick Green, M.D., Children's Hospital. Washington, D.C.; Leila Roberts. School Nurse. Lansdowne Middle School. Maryland; Esther Sleator, M.D.. Institute for Child Behavior and Development, Universityof Illinois at Urbana-Champaign; Robert L. Sprague, Ph.D., Director, Institute for Child Behavior andDe- velopment. University of Illinois at Urbana-Champaign; Bertrand Winsberg, M.D., Director. Division of Child Mental Health, Long Island Research Institute; and Sheila Wolfe, 0.T.R. I am grateful toSamuel Livingston, M.D., for permission to reprint various tables and for providing me with the latestresearch from his Epilepsy Diagnostic and Treatment Center.I would also like to thank Merle B. Karnes. Ed.D., for her role in making this book possible. I am very grateful to the literally hundreds of teachers and parents in Illinois who supplied the neces- sary information to describe therapeutic drug use patterns amongchildren in special education pro- grams and to the Directors of Special Education, school administrators, andschool nurses who made these data collection efforts possible. A special thanks is extended to my interviewers,Jan Knecht, Tobey Furnento. and Norma Wilson. I am much indebted to Dr. Iry Dater, Research Scientist, Division of Child Mental Health, LongIsland Research Institute, who generously provided editorial assistance in revising preliminary versions of all chapters. The completion of this book was made much easier by his skillful efforts. I wish especially to express my appreciation to my colleagues at the Institute for Child Behavior and Development. Robert L. Sprague and Esther Sleator, for their encouragement and support overthe past five years. Kenneth D. Gadow IV Introduction The use of drug therapy in the management of WHY LEARN ABOUT DRUG TREATMENT? childhood behavior disorders has received much The use of medication in the management of attention in recent years. One can walk into al- learning. behavior, and convulsive disorders is of most any public school, and, after engaging interest to school personnel for several reasons. teachers and staff in a conversation about chil- First, the very behaviors that are affected by dren and medication, discover that this is quite a drugs are often interrelated with the educational controversial topic. Such discussions not only re- process. For example. the symptoms that char- veal a considerable interest in medication but acterize behavior disorders can interfere with the also a variety Of problems associated with drug child's ability to benefit from instruction, as well therapy. Unfortunately,itis difficult for people as hinder the teacher's efforts to teach other outside the medical professions to learn about children in the class. Physically aggressive acts the therapeutic use of drugs. It is
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