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The laboratory school protocol: its origin, use, and new applications.
Sharon B Wigal1, Timothy L Wigal
1University of California, Irvine, Child Development Center, CA 92612, USA. sbwigal@uci.edu
Journal of Attention Disorders
|July 15, 2006
Summary
The Laboratory School Protocol (LSP) offers a controlled environment to assess Attention Deficit Hyperactivity Disorder (ADHD) treatments. This adaptable model can be modified for preschool and adult populations, aiding in medication efficacy evaluation.
Area of Science:
- Psychiatry
- Neuroscience
- Pharmacology
Background:
- Attention Deficit Hyperactivity Disorder (ADHD) is a prevalent childhood psychiatric condition.
- Impairments associated with ADHD manifest in both home and academic environments.
- A controlled laboratory school setting is crucial for detailed assessment of ADHD.
Purpose of the Study:
- To introduce the Laboratory School Protocol (LSP) for evaluating ADHD.
- To adapt the LSP for assessing medication effects in diverse age groups.
- To provide guidelines for implementing the LSP in research settings.
Main Methods:
- The LSP utilizes a rigorously controlled environment to study treatment responses.
- A cyclical daily activity structure ensures consistent measurement timing and context.
- Modifications allow the LSP to accommodate preschool and adolescent/adult populations.
Main Results:
- The article presents guidelines for using the LSP across different age groups.
- The LSP facilitates standardized assessment of medication effects in ADHD.
- Adaptations enable evaluation of ADHD symptoms in preschool and adult settings.
Conclusions:
- The LSP is a flexible tool adaptable for various age groups.
- The protocol can be modified into an Adult Workplace Environment or a Preschool Assessment Laboratory.
- This methodology supports standardized ADHD assessment and treatment evaluation.