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Journal of Attention Disorders, Vol. 10, No. 1, 92-111 (2006)
DOI: 10.1177/1087054705286049
© 2006 SAGE Publications

The Laboratory School Protocol

Its Origin, Use, and New Applications

Sharon B. Wigal

Timothy L. Wigal

University of California, Irvine

Objective: ADHD is the most common childhood psychiatric disorder, with impairments seen in home and academic settings. To investigate such impairments in a school-like setting, the laboratory school protocol (LSP) was developed at the University of California, Irvine. Method: This model provides a rigorously controlled environment to examine pharmacodynamic and pharmacokinetic aspects of responses to treatment. A key principle of this methodology is to exercise tight control of the timing and context of measurements by establishing a cycle of activities repeated across each study day. In addition, the LSP approach has been extended to both younger and older populations than the typically studied school-aged group. This extension requires corresponding modifications in measures to characterize drug efficacy and to allow evaluation of ADHD symptoms in a highly standardized setting. Results: This article provides guidelines for employing the LSP for the assessment of medication effects for both preschool and adolescent/adult populations. Conclusion: The LSP can be modified to form either an Adult Workplace Environment or a Preschool Assessment Laboratory.

Key Words: ADHD • stimulants • preschoolers • adults


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