Methylphenidate and problem solving in children with ADHD: does equal outcome mean equal process?

This study examined between -group differences in planning of grade 6 children with ADHD (n = 9) who were on stimulant medication and a matched comparison group without ADHD (n = 9) on a complex problem solving task. Both computer and verbal protocol data was analysed to obtain information both about the participants' global performance indicators (accuracy and speed of performance) and their planning process. Consistent with existing literature on medication effects, no between-group differences in performance accuracy and speed were observed. Protocol analyses, however, indicated that planning processes were not identical for the two.,. groups. More particularly, children with ADHD favoured a planning-in-action approach whereas the comparison group favoured a local advance planning approach. Implications of these findings for the current discussion about the medication effects are discussed.