Comorbidities affect preschoolers' response to ADHD therapy.
SAN DIEGO -- Preschool children with attention-deficit hyperactivity disorder Attention-deficit hyperactivity disorder (ADHD)
A condition in which a person (usually a child) has an unusually high activity level and a short attention span. People with the disorder may act impulsively and may have learning and behavioral problems. who had three or more co-morbid disorders responded less favorably to 5 weeks of methylphenidate treatment, compared with children who had fewer comorbid disorders, according to the results of a randomized study.
Dr. Jaswinder K. Ghuman reported the findings of a secondary analysis of the National Institute of Mental Health Preschool and Treatment Study (PATS) at the annual meeting of the American Academy of Child and Adolescent Psychiatry A branch of psychiatry that specialises in work with children, teenagers, and their families. History
An important antecedent to the specialty of child psychiatry was the social recognition of childhood as a special phase of life with its own developmental stages, starting with .
Dr. Ghuman and her associates examined baseline characteristics of methylphenidate treatment response in 165 children aged 3.5-5 years who were randomized to methylphenidate over a 5-week period. The doses ranged from 7.5 mg/day to 22 mg/day.
Of the 165 children, 47 (28%) had no comorbid disorder, 69 (42%) had two comorbid disorders, and 15 (9%) had three to four comorbid disorders, reported Dr. Ghuman, who directs the infant and preschool program in the division of child and adolescent psychiatry at the University of Arizona (body, education) University of Arizona - The University was founded in 1885 as a Land Grant institution with a three-fold mission of teaching, research and public service. in Tucson.
Oppositional defiant disorder Oppositional Defiant Disorder Definition
Oppositional defiant disorder (ODD) is defined by the Diagnostic and Statistical Manual of Mental Disorders was the most common comorbid disorder, followed by communication disorders and anxiety disorder.
She and her associates found that study participants who had three or more comorbid disorders responded less favorably to 5 weeks of methylphenidate treatment, compared with those who had two, one, or no comorbid disorders.
They also found no evidence that age, ethnicity, gender, intelligence quotient, ADHD Attention-Deficit/Hyperactivity Disorder (ADHD) Definition
Attention-deficit/hyperactivity disorder (ADHD) is a developmental disorder characterized by distractibility, hyperactivity, impulsive behaviors, and the inability to remain focused on tasks or subtype and severity, or the mother's education level influenced treatment outcome.
In a separate presentation at the meeting, Howard Abikoff, Ph.D., discussed a subset analysis of 114 children in the PATS who improved with methylphenidate treatment. Of the 114 children, 61 received methylphenidate and 53 received placebo over a period of 4 weeks.
He and his associates compared the two groups of children to see whether the methylphenidate improved children's social skills, classroom behavior, and ratings of parenting stress.
At baseline and at week 4, the investigators administered the Strengths and Weaknesses of ADHD Symptoms and Normal Behavior (SWAN) scale, the Social Competence Scale (SCS), the Parenting Stress Index (PSI), and the Clinical Global Impression-Severity (CGI-S) scale.
Of the 114 children, 24 in the placebo group and 9 in the treatment group dropped out because their behavior deteriorated, said Dr. Abikoff, who directs the Institute for Attention Deficit and Hyperactivity and Behavior Disorders at New York University New York University, mainly in New York City; coeducational; chartered 1831, opened 1832 as the Univ. of the City of New York, renamed 1896. It comprises 13 schools and colleges, maintaining 4 main centers (including the Medical Center) in the city, as well as the , New York. Two others declined study participation and one had medication-related side effects, resulting in a total of 36 children who dropped out of the study.
Dr. Abikoff reported that the placebo and treatment groups did not differ significantly in the parents' ratings for the SWAN, SCS, and PSI, or in the SWAN teacher ratings. However, the children's teachers rated children in the treatment group as significantly improved on the SCS, compared with their peers in the placebo group.
"The teachers were picking up something," Dr. Abikoff said at the meeting. "Is that because teachers had an opportunity to judge a child's social functioning, compared to hundreds of other children they've worked with, and also because they're seeing that child interact with many children day in and day out Adv. 1. day in and day out - without respite; "he plays chess day in and day out"
all the time , whereas parents are limited in what they're able to see?"
He also noted that results of the clinician CGI-S ratings showed significantly more improvement among children in the treatment group, compared with those in the placebo group.
Dr. Abikoff said the findings underscore "the need for multiple informants when you're working with children with ADHD, regardless of their age, but certainly when they're in the preschool range.
BY DOUG BRUNK
San Diego Bureau