Abstract
In this issue I am pleased to introduce a new department of Intervention, called Point/Counterpoint. This department, which will appear periodically throughout the year, will present contrasting viewpoints on a particular issue. The nature of Ritalin is discussed in the following Point/Counterpoint. Robert Cooter's "Effects of Ritalin on Reading," which appeared in the May 1988 issue of Academic Therapy, described the nature of Ritalin, its use in education, and its effect on reading performance. In the present issue, Lori Bell Mick responds to Cooter's article on four specific points. Mick includes portions of Cooter's article in her response. In order for readers to distinguish between Cooter's original conclusion and Mick's disagreements, italics are used for quotations from Cooter (1988). Cooter's reaction to Mick's disagreements follow the Mick article—GW
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