Importance  Individuals with attention-deficit/hyperactivity disorder (ADHD) are at greater risk for academic problems. Pharmacologic treatment is effective in reducing the core symptoms of ADHD, but it is unclear whether it helps to improve academic outcomes.

Objective  To investigate the association between the use of ADHD medication and performance on higher education entrance tests in individuals with ADHD.

Design, Setting, and Participants  This cohort study observed 61 640 individuals with a diagnosis of ADHD from January 1, 2006, to December 31, 2013. Records of their pharmacologic treatment were extracted from Swedish national registers along with data from the Swedish Scholastic Aptitude Test. Using a within-patient design, test scores when patients were taking medication for ADHD were compared with scores when they were not taking such medication. Data analysis was performed from November 24, 2015, to November 4, 2016.

Exposures  Periods with and without ADHD medication use.

Main Outcomes and Measures  Scores from the higher education entrance examination (score range, 1-200 points).

Results  Among 930 individuals (493 males and 437 females; mean [SD] age, 22.2 [3.2] years) who had taken multiple entrance tests (n = 2524) and used ADHD medications intermittently, the test scores were a mean of 4.80 points higher (95% CI, 2.26-7.34; P < .001) during periods they were taking medication vs nonmedicated periods, after adjusting for age and practice effects. Similar associations between ADHD medication use and test scores were detected in sensitivity analyses.

Conclusions and Relevance  Individuals with ADHD had higher scores on the higher education entrance tests during periods they were taking ADHD medication vs nonmedicated periods. These findings suggest that ADHD medications may help ameliorate educationally relevant outcomes in individuals with ADHD.

重要性  患有注意力缺陷/多动症（ADHD）的人更容易出现学术问题。药物治疗可有效减轻多动症的核心症状，但尚不清楚它是否有助于改善学业成果。

目的  探讨多动症患者使用多动症药物与高等教育入学考试成绩之间的关系。

设计，背景和参与者  从2006年1月1日至2013年12月31日，该队列研究共观察到61 640名患有ADHD的患者。他们的药物治疗记录与瑞典的学历能力测验一起从瑞典国家注册簿中提取。 。使用患者内设计，将患者服用ADHD药物时的测试得分与未服用ADHD药物时的得分进行比较。数据分析时间为2015年11月24日至2016年11月4日。

暴露  时间服用和不服用ADHD药物的时间段。

主要结果和  测验高等教育入学考试的分数（分数范围，1-200分）。

结果  在930名参加多次入院测试（n = 2524）并间歇性使用ADHD药物的个体（493名男性和437名女性；平均[SD]年龄，22.2 [3.2]岁）中，测试得分平均高出4.80分（ 调整年龄和实际效果后）（95％CI，2.26-7.34; P <.001）。在敏感性分析中，ADHD药物使用与测试评分之间存在相似的关联。

结论与相关性  ADHD患者在接受ADHD药物治疗期间与非药物治疗期间在高等教育入学考试中得分较高。这些发现表明，多动症药物可能有助于改善多动症患者的教育相关成果。