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Objective: To describe the epidemiologic findings associated with the use of methylphenidate hydrochloride among children aged 0 to 19 years in Michigan. Design: A population-based data set of all prescriptions filed with the Michigan Triplicate Prescription Program during February and March 1992 was analyzed, maintaining complete anonymity. Setting: State of Michigan. Participants: All patients receiving a prescription for methylphenidate who are residents of Michigan, and all physicians prescribing methylphenidate. Interventions: None. Main Outcome Measures: Descriptive data. Results: Eleven of 1000 Michigan residents between the ages of 0 and 19 years received a prescription for methylphenidate during the study period. Eighty-four percent were boys. Boys aged 10 or 11 years received more prescriptions for methylphenidate than any other age group--43 per 1000. The number of children receiving prescriptions for methylphenidate ranged from 2.5 to 28 per 1000. The range for boys aged 10 or 11 years was from 9.6 to 117 per 1000. Primary care physicians wrote 84% of all prescriptions; pediatricians wrote 59% of the prescriptions for patients younger than 20 years old. Half of the prescriptions written by pediatricians were written by 5% of the pediatricians in the state. Conclusions: Michigan has been among the states with the highest per capita consumption of methylphenidate for the past 10 years. The major use of methylphenidate is for treatment of attention deficit hyperactivity disorder. The number of boys in Michigan aged 10 or 11 years who were treated with methylphenidate was similar to the national prevalence of the disorder, 3% to 5%. A tenfold variation was noted in the percentage of children medicated when the data were analyzed by county. Relatively few pediatricians account for the largest proportion of prescriptions. Future studies are needed to link the use of methylphenidate with diagnostic and treatment considerations in attention deficit hyperactivity disorder. (Arch Pediatr Adolesc Med. 1995;149:675-679), The distribution and characteristics of children taking and physicians prescribing methylphenidate hydrochloride in Michigan are described. Methylphenidate hydrochloride is the drug of choice for treating attention deficit hyperactivity disorder (ADHD). Michigan has one of the highest prescription rates of any state for this medication. Prescription records and coding were used to identify the characteristics of the children and the prescribing doctor. Overall, 11 out of every 1000 children from birth to 19 years were prescribed methylphenidate: 2% of all boys and 0.4% of all girls. Nearly half the prescriptions were written for children aged 8 to 11. The highest rate was 43 per 1000 for boys aged 10 to 11. Prescription rates varied 10-fold among counties. Eighty-four percent of prescriptions were written by pediatricians, family or general practitioners. Five percent of pediatricians and 13% of family practitioners wrote half the prescriptions. This variation in prescribing pattern may reflect doctors specializing in ADHD patients or regional variations in attitudes of teachers, parents, or doctors.

The development of a paper-and-pencil spatial-visualization test for middle school students is repotted. The test consists of 32 multiple-choice items of 10 different types. The basic figures for the stimuli and the responses for the items vary from flat views, to numerical data, to corner views of “buildings” constructed from small cubes. The test was administered to a sample of 674 boys and 676 girls in Grades 5 through 8 from three sites representing a broad range of socioeconomic background. The reliability coefficients for various groups of students ranged from .72 to .86. The test-retest reliability coefficient for 73 students was .79. Site, grade, and sex differences, consistent with many other reports, were found. For additional 582 students in Grades 8 to 12 at two sites scores correlated .61 and .66 with scores of the Differential Aptitude Space Relations Test.

Principals know what the studies have recommended to improve secondary schools, but do they know with any accuracy what their publics are saying about the recommendations? This article will help principals to know more exactly what their publics are thinking about the reform movement and at what level they are willing to support the recommendations.

This study presents evidence which suggests that even though students in grades 6 through 8 are familiar with a variety of types of representation modes, they have great difficulty in successfully communicating spatial information. A Building Description Task, which consists ofa building made up of ten small cubes taped together and a set of instructions, was presented to a sample of middle school children. They were asked to “help your friend to know what your building looks like.” Students' attempts were classified by representation mode (verbal, mixed, graphic) and analyzed by grade and by sex. In addition, the effect of instruction in spatial visualization activities on students' preference for representation mode and rate of success on the task was assessed. The findings were examined relative to the practical teaching implications, to individual differences in spatial visualization ability and to design of spatial tests.