What are the pharmacologic agents used to treat ADHD?
This review summarizes available pharmacological treatment options for ADHD in children and adolescents, identifies current issues in research and evidence gaps, and provides an overview of ongoing efforts to develop new medications for the treatment of ADHD in children and adolescents by means of a systematic cross-sectional analysis of the ...
What is the best treatment for ADHD in children and adolescents?
Aug 02, 2017 · The main categories of ADHD treatment are pharmacologic and non-pharmacologic treatments, including counseling, behavioral, and environmental modification strategies. Each treatment has been shown to be effective; however, a combination of treatment methods has been shown to be most effective (1,2,7). Behavioral therapy and parent behavioral …
What is the Texas Children’s Medication Algorithm project?
Dec 20, 2012 · Pharmacological and psychosocial treatments in the form of parent behavioral training and school behavioral interventions have empirical support for treatment of ADHD in children and adolescents and can be used alone or in combination. 18 Pharmacotherapy combined with non-pharmacologic interventions is indicated for moderate to severe ADHD in ...
What should I know about atomoxetine for children and adolescents?
Question 1 Selected Answer: The most researched category in pharmacological treatment has been for adolescents is: ADHD Question 2 Selected Answer: A negative of live supervision is. Dependence on the supervisor Question 3 Selected Answer: False Today, there are more than 400 Native American tribes in the United States.
What is considered pharmacological treatment?
Pharmacotherapy (pharmacology) is the treatment of a disorder or disease with medication. In the treatment of addiction, medications are used to reduce the intensity of withdrawal symptoms, reduce alcohol and other drug cravings, and reduce the likelihood of use or relapse for specific drugs by blocking their effect.
What are the four pharmacological classification of drugs?
DREs classify drugs in one of seven categories: central nervous system (CNS) depressants, CNS stimulants, hallucinogens, dissociative anesthetics, narcotic analgesics, inhalants, and cannabis.
What is pharmacological treatment for ADHD?
Medications commonly used to treat ADHD symptoms include stimulants such as methylphenidate and amphetamine; non-stimulants, such as atomoxetine; tricyclic antidepressants; and alpha agonists. Alpha agonists are also used as a treatment for tics.Jun 26, 2018
What are the 3 major drug categories?
Drug categoriesdepressants – slow down the function of the central nervous system.hallucinogens – affect your senses and change the way you see, hear, taste, smell or feel things.stimulants – speed up the function of the central nervous system.Jun 21, 2021
What is the category/class of a medication?
USP Drug ClassificationAnalgesicsAntiparkinson agentsHormonal agents (pituitary)AntiemeticsBlood productsImmunological agentsAntifungalsCardiovascular agentsInfertility agentsAntigout agentsCentral nervous system agentsInflammatory bowel disease agentsAnti-inflammatoriesContraceptivesMetabolic bone disease agents12 more rows•Nov 21, 2021
What classification is used in Mims to classify the medicines?
Medications within MIMS are classified by: - The body system for which the medicine is used, e.g. cardiovascular system. - Medication class, e.g. beta-adrenergic blockers. - Medication subcategory, e.g. rapid acting (under insulins)Sep 15, 2016
What is the most effective treatment for ADHD?
Behavioral therapy, also known as behavior modification, has been shown to be a very successful treatment for children with ADHD. It is especially beneficial as a co-treatment for children who take stimulant medications and may even allow you to reduce the dosage of the medication.
What treatment has been useful in treating children with ADHD scholarly?
Stimulant medications, including amphetamine derivatives and methylphenidate formulations have been widely used for decades and remain as first-line pharmacotherapies for individuals with ADHD, but in the last 15 years several well-tolerated and effective nonstimulant pharmacotherapies have been approved for the ...Nov 29, 2016
What is the most effective therapy for ADHD?
Cognitive-behavioral therapy (CBT) is the type most used for ADHD and is especially well-suited for adults. Behavioral therapy is simply therapy that helps you change your behavior. Cognitive-behavioral therapy helps you change your behavior by changing your thought processes.Nov 16, 2021
What are the 5 drug classifications?
The five classes of drugs are narcotics, depressants, stimulants, hallucinogens, and anabolic steroids. This article discusses each of the five schedules of controlled substances and the different substances found under each classification.Jan 27, 2022
What are the 6 classification of drugs?
The 6 Classifications of Drugs. When considering only their chemical makeup, there are six main classifications of drugs: alcohol, opioids, benzodiazepines, cannabinoids, barbiturates, and hallucinogens.
What are the 7 classifications of psychotropic medications?
Major classes of psychotropic drugs, their uses, and side effectsAnti-anxiety agents. ... SSRI antidepressants. ... SNRI antidepressants. ... MAOI antidepressants. ... Tricyclic antidepressants. ... Typical antipsychotics. ... Atypical antipsychotics. ... Mood stabilizers.More items...•Nov 6, 2019
Abstract
Across the scope of treatment for pediatric posttraumatic stress disorder (PTSD), the limited research examining the efficacy of pharmacotherapy has focused on interventions within four classifications: second-generation antipsychotics, mood stabilizers, selective serotonin reuptake inhibitors (SSRIs), and antiadrenergic medications.
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About this chapter
Huemer J., Greenberg M., Steiner H. (2017) Pharmacological Treatment for Children and Adolescents with Trauma-Related Disorders. In: Landolt M., Cloitre M., Schnyder U. (eds) Evidence-Based Treatments for Trauma Related Disorders in Children and Adolescents. Springer, Cham. https://doi.org/10.1007/978-3-319-46138-0_18
How can psychosocial interventions improve health outcomes?
Psychosocial interventions could improve health and care outcomes, however, little is known about their use for patients with complex needs in the acute hospital care setting. This study aimed to evaluate factors associated with psychosocial intervention use when treating patients with brain functional impairment during their hospital care. The all‐inclusive New South Wales (NSW) Admitted Patient Data were employed to identify patients with neurodevelopment disorders, brain degenerative disorders, or traumatic brain injuries admitted to NSW public hospitals for acute care from July 2001 to June 2014. We considered receipt of psychosocial interventions as the primary outcome, and used mixed effect logistic models to quantify factors in relation to outcome. Of important note, psychosocial intervention use was more common in principal hospitals, and amongst those receiving intensive care or having comorbid mental disorders in the study populations. Approximate 70.8% of patients with traumatic brain injuries did not receive psychosocial interventions, despite attempts to target those in need and an overall increasing trend in adoption. Continuing efforts are warranted to improve service delivery and uptake.
How can medication help with autism?
Medication can reduce the impact of interfering symptoms, improving the lives of individuals with autism spectrum disorder (ASD) and their families. Although there are no widely-accepted medications for treating the core symptoms of ASD, clinical trials have provided evidence for efficacy and tolerability of medication used for treating comorbid psychiatric conditions. A number of these have a good evidence base, including stimulant medication for the features of attention deficit hyperactivity disorder and risperidone for improving behaviour. Treatment with psychopharmacological agents should only be undertaken after a careful assessment to ensure that any psychiatric symptoms are not the result of underlying physical disorders and to determine which symptoms should be targeted. The aim is to choose and adjust medication that achieves maximum benefit with minimum adverse effects.
What is the background of autism?
Background Autism Spectrum Disorders (ASD) is a disabling and lifelong neuro-developmental disorder. Challenging behaviours such as aggression and self injury are common maladaptive behaviours in ASD which adversely affect the mental health of both the affected children and their caregivers. Although there is evidence-base for parent-delivered behavioural intervention for children with ASD and challenging behaviours, there is no published research on the feasibility of such an intervention in sub-Saharan Africa. This study assessed the feasibility of parent-mediated behavioural intervention for challenging behaviour in children with ASD in Nigeria. Methods This was a pre-post intervention pilot study involving 20 mothers of children with DSM-5 diagnosis of ASD recruited from a Child and Adolescent Mental Health Service out-patient Unit. All the mothers completed five sessions of weekly manualised group-based intervention from March to April, 2015. The intervention included Functional Behavioural Analysis for each child followed by an individualised behaviour management plan. The primary outcome measure was the Aggression and Self Injury Questionnaire, which assessed both Aggression towards a Person and Property (APP) and Self Injurious Behaviour (SIB). The mothers’ knowledge of the intervention content was the secondary outcome. All outcome measures were completed at baseline and after the intervention. The mothers’ level of satisfaction with the programme was also assessed. Treatment effect was evaluated with Wilcoxon Signed Rank Tests of baseline and post-intervention scores on outcome measures. ResultsThe children were aged 3–17 years (mean = 10.7 years, SD 4.6 years), while their mothers’ ages ranged from 32 to 52 years (mean 42.8 years, SD 6.4 years). The post intervention scores in all four domains of the APP and SIB were significantly reduced compared with pre-intervention scores. The mothers’ knowledge of the intervention content significantly increased post-intervention. The intervention was well received with the vast majority (75 %) of participants being very satisfied and all (100 %) were willing to recommend the programme to a friend whose child has similar difficulties. Conclusions Parent-mediated behavioural intervention is a feasible and promising treatment for challenging behaviour in children with ASD in Nigeria. Behavioural intervention should be an integral component in scaling up services for children with ASD in Nigeria.
How does anxiety affect autism?
Clinically significant anxiety affects many youth with autism spectrum disorders (ASD) and is associated with a number of functional consequences. Building from treatment approaches of anxiety in typically developing populations, pharmacological and psychotherapeutic approaches to treating anxiety in ASD are being increasingly examined. Despite being commonly prescribed, there is limited empirical support beyond open trials and case series at present for the use of antidepressants or anxiolytics in the treatment of anxiety for youth with ASD. A modest body of evidence exists supporting the application of a modified form of cognitive-behavioral therapy, with associated reductions in anxiety and some core autism improvements. Further research, refinement and replication is needed to establish the efficacy of treatment approaches for anxiety in youth with ASD, what treatment component (s) are most appropriate for which patients, what factors may play an integral role in treatment outcomes, and whether treatments result in durable and generalizable gains.
What is aggressive behavior in autism?
Irritable, aggressive behavior can present a substantial impediment to the development and current functioning of individuals with autism. This chapter presents a brief review of the history of aggression treatment in autism and focuses on recent data concerning combined behavioral and medication treatment. An assessment-based model for the selection of initial treatment approaches and revision of the initial plan is presented. This model is based on a comprehensive biopsychosocial evaluation of the individual exhibiting aggression, including medical/neurological/psychiatric evaluations, neurobehavioral assessment, and functional behavioral assessment. Case examples applying the model are provided. Finally, the importance of balancing between least intrusive and maximally effective treatment approaches is discussed, as are future directions in research focusing on improving the assessment and treatment of aggressive behavior. Autism spectrum disorders represent a set of neurodevelopmental conditions that impact relationships, learning, and daily functioning. Unfortunately, irritable, aggressive behaviors are also common in autism-affected individuals (Lecavalier. J Autism Dev Disord 36 (8):1101–14; 2006), further diminishing their functioning and quality of life. The present chapter begins by defining the problem of irritable, aggressive behavior in autism and the impact of this behavior on the individual, their family, and surrounding environment. We then briefly review the history of treatment for irritable, aggressive behavior in autism, focusing on behavioral and medication interventions. After providing historical context, the most recent research findings regarding combined medication and behavioral treatment are presented. This review is followed by presentation of an iterative model for assessment-driven treatment of aggressive behavior in autism and case examples demonstrating the application of this model. Finally, we end by discussing gaps in our current knowledge and future direction for research in aggressive behavior. The chapter does not specifically address self-injurious behaviors. While many of the concepts discussed would apply to self-injurious behavior as well, because of the unique nature of these behaviors, we chose to focus exclusively on irritable, aggressive behaviors directed toward others.
Can ADHD be diagnosed separately?
The current diagnostic manuals, DSM-IV-TR and ICD-10, do not allow the diagnosis of ADHD to be made separately in the presence of autism (pervasive developmental disorder). However, the characteristics of ADHD are very common in autism, occurring in around 30 to 70%. Surveys of children with ADHD also reveal a high proportion of features of Autism Spectrum Disorder (ASD). Furthermore, treatment of ADHD in the presence of autism is of benefit in a large proportion. The inconsistency in the diagnostic manuals should be resolved in the forthcoming DSM-5 and ICD-11. The results of twin studies have been consistent with the sharing of genetic influences between autism and ADHD symptoms. Genome-wide studies have also shown shared chromosomal regions of interest for susceptibility sites for both conditions. There is an overlap between the executive function deficits in both conditions, although the details of the dysfunction may be different. There is evidence that all the standard treatments for ADHD can be effective in the presence of autism (though to a lesser extent than in pure ADHD): methylphenidate, amphetamines, atomoxetine, clonidine and guanfacine. Atypical antipsychotics such as risperidone and aripiprazole may be of specific importance in managing ASD with irritability, aggression and hyperactivity. The idea that ADHD cannot be diagnosed or treated successfully in those with ASD is a myth that should be dispelled; many of those who have both autism spectrum disorder and ADHD can benefit greatly from the treatment of the ADHD.
What is the treatment for autism?
The therapy for autism and other pervasive developmental disorders is based on a multimodal intervention that includes not only pharmacological approaches but also nonmedical treatments such as rehabilitative, behavioral, and educational interventions. This approach requires a multidisciplinary team composed of medical physicians (psychiatrists or developmental neurologists), psychologists, different types of therapists (occupational, language, physical, and many other therapists), and, of course, the parents. The present chapter will review the existing pharmacological treatments, focusing on the most prescribed psychotropic medications in children and adolescents with autism spectrum disorders, such as antipsychotics, anxiolytics, antidepressants, and psychostimulants, and clarifying the use of less traditional ones.
What is the best treatment for ADHD?
A 2018 systemic meta-analysis of RCTs (49) found that “meditation-based therapies” (which included mindfulness, vipassana, yoga, among many others) resulted in a moderate effect size in improving childhood ADHD symptoms, with higher benefits in inattention than in hyperactive-impulsive symptoms.
What is ADHD in medicine?
Keywords: Attention-deficit/hyperactivity disorder (ADHD), interventions, psychosocial, integrative medicine, evidence-based practice. Introduction. Attention-deficit/hyperactivity disorder (ADHD) is a very common neurobehavioral disorder that affects children and adolescents. ADHD can affect the ability of a child to grow academically ...
What is ADHD in children?
Attention-deficit/hyperactivity disorder (ADHD) is a very common neurobehavioral disorder that affects children and adolescents with impact that persists beyond adolescence into adulthood. Medication and non-pharmacological treatments are evidence-based interventions for ADHD in various age groups, and this article will elaborate on ...
Does neuroimaging help with depression?
Neuroimaging supports this, as changes in the brain have been found in regions associated with attention immediately after practicing mindfulness (64). Mindfulness-based interventions are gaining widespread use and have also shown to help in adults with depression, stress and pain (65).
What is neurofeedback in ADHD?
Neurofeedback is a subset of biofeedback that utilizes EEG (more commonly) or functional magnetic resonance imaging (fMRI) with patients attempting to modulate their brain activity in real time either visually or acoustically, and is showing promise in ADHD (39).
How many children are diagnosed with ADHD in the US?
Based on 2016–2017 National Survey of Children Health survey, about 5.3 million children in the US were diagnosed as ADHD, which represented about 8.8% of the population aged 3–17 years. Out of them, 3.9 million are currently taking medication (2).
Does ADHD affect theta?
Children with ADHD often have decreased beta activity, and increased theta activity. Beta activity is found to have positive relation to attention and theta activity is found to have negative relation to alertness (40).
What is ADHD treatment?
BACKGROUND: Attention deficit hyperactivity disorder (ADHD) is one of the most commonly diagnosed psychiatric disorders in childhood. A wide variety of treatments have been used for the management of ADHD. We aimed to compare the efficacy and safety of pharmacological, psychological and complementary and alternative medicine interventions for the treatment of ADHD in children and adolescents. METHODS AND FINDINGS: We performed a systematic review with network meta-analyses. Randomised controlled trials (≥ 3 weeks follow-up) were identified from published and unpublished sources through searches in PubMed and the Cochrane Library (up to April 7, 2016). Interventions of interest were pharmacological (stimulants, non-stimulants, antidepressants, antipsychotics, and other unlicensed drugs), psychological (behavioural, cognitive training and neurofeedback) and complementary and alternative medicine (dietary therapy, fatty acids, amino acids, minerals, herbal therapy, homeopathy, and physical activity). The primary outcomes were efficacy (treatment response) and acceptability (all-cause discontinuation). Secondary outcomes included discontinuation due to adverse events (tolerability), as well as serious adverse events and specific adverse events. Random-effects Bayesian network meta-analyses were conducted to obtain estimates as odds ratios (ORs) with 95% credibility intervals. We analysed interventions by class and individually. 190 randomised trials (52 different interventions grouped in 32 therapeutic classes) that enrolled 26114 participants with ADHD were included in complex networks. At the class level, behavioural therapy (alone or in combination with stimulants), stimulants, and non-stimulant seemed significantly more efficacious than placebo. Behavioural therapy in combination with stimulants seemed superior to stimulants or non-stimulants. Stimulants seemed superior to behavioural therapy, cognitive training and non-stimulants. Behavioural therapy, stimulants and their combination showed the best profile of acceptability. Stimulants and non-stimulants seemed well tolerated. Among medications, methylphenidate, amphetamine, atomoxetine, guanfacine and clonidine seemed significantly more efficacious than placebo. Methylphenidate and amphetamine seemed more efficacious than atomoxetine and guanfacine. Methylphenidate and clonidine seemed better accepted than placebo and atomoxetine. Most of the efficacious pharmacological treatments were associated with harms (anorexia, weight loss and insomnia), but an increased risk of serious adverse events was not observed. There is lack of evidence for cognitive training, neurofeedback, antidepressants, antipsychotics, dietary therapy, fatty acids, and other complementary and alternative medicine. Overall findings were limited by the clinical and methodological heterogeneity, small sample sizes of trials, short-term follow-up, and the absence of high-quality evidence; consequently, results should be interpreted with caution. CONCLUSIONS: Clinical differences may exist between the pharmacological and non-pharmacological treatment used for the management of ADHD. Uncertainties about therapies and the balance between benefits, costs and potential harms should be considered before starting treatment. There is an urgent need for high-quality randomised trials of the multiple treatments for ADHD in children and adolescents. PROSPERO, number CRD42014015008.
What is the purpose of the paper Neurodiversity?
Purpose The aims of the paper were to highlight the dearth of applied practitioner research concerning the expression of neurodiversity at work and develop an epistemological framework for a future research agenda. Design/methodology/approach A systematic empty review protocol was employed, with three a priori research questions, inquiring as to the extent of neurodiversity research within mainstream work psychology, psychology in general and lastly within cross-disciplinary academic research. The results of the final search were quality checked and categorized to illustrate where studies relevant to practice are currently located. Findings The academic literature was found to be lacking in contextualized, practical advice for employers or employees. The location and foci of extracted studies highlighted a growing science-practitioner gap. Research limitations/implications The research focused on common neurominority conditions such as autism and dyslexia; it is acknowledged that the neurodiversity definition itself is broader and more anthropological in nature. A need for a comprehensive research agenda is articulated, and research questions and frameworks are proposed. Practical implications Guidance is given on applying disability accommodation to both individual and organizational targets. Social implications The disability employment gap is unchanged since legislation was introduced. The neurodiversity concept is no longer new, and it is time for multi-disciplinary collaborations across science and practice to address the questions raised in this paper. Originality/value This paper offers an original analysis of the neurodiversity paradox, combining systematic inquiry with a narrative synthesis of the extant literature. The conceptual clarification offers clear directions for researchers and practitioners.
Is Viloxazine a tricyclic antidepressant?
In contrast to first-generation antidepressants (e.g., tricyclic antidepressants, monoamine oxidase inhibitors), viloxazine was associated with a relatively low risk for cardiotoxicity. Gastrointestinal symptoms were the most commonly reported side effects. The therapeutic effects of viloxazine are thought to be primarily the result of its action as a norepinephrine reuptake inhibitor, although in vitro and preclinical in vivo animal data suggest that viloxazine may also impact the serotoninergic system. This review summarizes the evolving knowledge of viloxazine based on information from previously published preclinical and clinical investigations, and acquired unpublished historical study reports from both open-label and blinded controlled clinical trials. We review the chemical properties, mechanism of action, safety, and tolerability across these studies, and discuss the contemporary rationale for the development of this agent as an extended-release oral formulation for the treatment of attention-deficit/hyperactivity disorder.
Is tDCS a psychostimulant?
Background Transcranial direct current stimulation (tDCS) could be a side-effect-free alternative to psychostimulants in attention-deficit/hyperactivity disorder (ADHD). Although there is limited evidence for clinical and cognitive effects, most studies were small, single-session and stimulated left dorsolateral prefrontal cortex (dlPFC). No sham-controlled study has stimulated the right inferior frontal cortex (rIFC), which is the most consistently under-functioning region in ADHD, with multiple anodal-tDCS sessions combined with cognitive training (CT) to enhance effects. Thus, we investigated the clinical and cognitive effects of multi-session anodal-tDCS over rIFC combined with CT in double-blind, randomised, sham-controlled trial (RCT, ISRCTN48265228). Methods Fifty boys with ADHD (10–18 years) received 15 weekday sessions of anodal- or sham-tDCS over rIFC combined with CT (20 min, 1 mA). ANCOVA, adjusting for baseline measures, age and medication status, tested group differences in clinical and ADHD-relevant executive functions at posttreatment and after 6 months. Results ADHD-Rating Scale, Conners ADHD Index and adverse effects were significantly lower at post-treatment after sham relative to anodal tDCS. No other effects were significant. Conclusions This rigorous and largest RCT of tDCS in adolescent boys with ADHD found no evidence of improved ADHD symptoms or cognitive performance following multi-session anodal tDCS over rIFC combined with CT. These findings extend limited meta-analytic evidence of cognitive and clinical effects in ADHD after 1–5 tDCS sessions over mainly left dlPFC. Given that tDCS is commercially and clinically available, the findings are important as they suggest that rIFC stimulation may not be indicated as a neurotherapy for cognitive or clinical remediation for ADHD.
Is ADHD a comorbid disorder?
IntroductionComorbid psychiatric conditions in children and adolescents with attention-deficit hyperactivity disorder (ADHD) occur frequently, complicate management, and are associated with substantial burden on patients and caregivers. Very few systematic reviews have assessed the efficacy and safety of medications for ADHD in children and adolescents with comorbidities. Of those that were conducted, most focused on a particular comorbidity or medication. In this systematic literature review, we summarize the efficacy and safety of treatments for children and adolescents with ADHD and comorbid autism spectrum disorders, oppositional defiant disorder, Tourette’s disorder and other tic disorders, generalized anxiety disorder, and major depressive disorder.Methods We searched MEDLINE, Embase, and ClinicalTrials.gov (to October 2019) for studies of patients (aged < 18 years) with an ADHD diagnosis and the specified comorbidities treated with amphetamines, methylphenidate and derivatives, atomoxetine (ATX), and guanfacine extended-release (GXR). For efficacy, placebo-controlled randomized controlled trials (RCTs) or meta-analyses of RCTs were eligible for inclusion; for safety, all study types were eligible. The primary efficacy outcome measure was ADHD Rating Scale IV (ADHD-RS-IV) total score.ResultsOf 2177 publications/trials retrieved, 69 were included in this systematic literature review (5 meta-analyses, 37 placebo-controlled RCTs, 16 cohort studies, 11 case reports). A systematic narrative synthesis is provided because insufficient data were retrieved to combine ADHD-RS-IV total scores or effect sizes. Effect sizes for ADHD-RS-IV total scores were available for ten RCTs and ranged from 0.46 to 1.0 for ATX and from 0.92 to 2.0 for GXR across comorbidities. The numbers and types of adverse events in children with comorbidities were consistent with those in children without comorbidities, but treatment should be individualized to ensure children can tolerate the lowest effective dose.Conclusion Limited information is available from placebo-controlled RCTs on the efficacy (by ADHD-RS-IV) or safety of medication in children with ADHD and psychiatric comorbidities. Further studies are required to support evidence-based drug selection for these populations.