S.25.04 Long term outcome of boys and girls with attention deficit hyperactivity disorder: results of two controlled follow up studies

2005 ◽  
Vol 15 ◽  
pp. S352
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Term Outcome ◽  
Long Term Outcome ◽  
Hyperactivity Disorder ◽  
Follow Up Studies

Attention Deficit Hyperactivity Disorder in Adults

2000 ◽  
Vol 9 (1) ◽  
pp. 33-36 ◽  
Author(s):  
Stephen V. Faraone
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Adult Adhd ◽  
Clinical Problem ◽  
Term Outcome ◽  
Long Term Outcome ◽  
Hyperactivity Disorder ◽  
Psychological Science ◽  
Theoretical Paradigms

The diagnosis of attention deficit hyperactivity disorder (ADHD) in adults has been a source of controversy, with some prominent researchers questioning its very existence and others suggesting it is an urgent clinical problem. This article reviews five domains of data addressing the validity of adult ADHD: clinical correlates, family history, treatment response, laboratory studies, and long-term outcome. It then shows how the debate over adult ADHD reflects a clash of theoretical paradigms and concludes by suggesting ways in which psychological science can collect the data needed to clarify the validity of adult ADHD.

Attention Deficit Hyperactivity Disorder

2016 ◽  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Substance Use ◽  
Attention Deficit ◽  
Term Outcome ◽  
Long Term Outcome ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Substance Use And Abuse ◽  
The Impact

The book provides a comprehensive summary of the best known and most highly respected well-controlled long-term prospective follow-up studies in Attention Deficit Hyperactivity Disorder (ADHD). These studies followed children with ADHD and matched controls into young adulthood (mean age 20–25 years) and middle age (mean age 41 years). They explore a wide variety of clinically relevant outcome areas, such as education, occupation, emotional and psychiatric functioning, substance use and abuse, sexual behavior, and legal problems. One chapter focuses particularly on the outcome of girls with ADHD. The book also explores possible predictors of adult outcome. A whole chapter is devoted to treatment (medication and psychosocial) as a predictor of outcome. In addition to treatment, predictors explored include characteristics of the child (e.g., IQ, severity of initial ADHD symptoms, initial comorbidity) and characteristics of the family (e.g., socioeconomic status, single parenthood, parental pathology, and family functioning). A summary chapter explores the impact and importance of these predictors in various outcome areas, such as education, occupation, emotional/social functioning, antisocial behavior, substance use and abuse, and risky sexual and driving behaviors. Professionals and the general public will come away with a clear view of what can happen to children with ADHD as they proceed through adolescence and adulthood. The book also addresses important prognostic and predictive factors in treatment approaches to ensure better long-term outcome in patients with ADHD.

ANOREXIA NERVOSA

PEDIATRICS ◽  
1982 ◽  
Vol 70 (4) ◽  
pp. 525-525
Author(s):  
Robert J. Haggerty
Keyword(s):  
Anorexia Nervosa ◽  
Early Onset ◽  
Age Of Onset ◽  
Outcome Studies ◽  
Psychosomatic Disorder ◽  
Term Outcome ◽  
Long Term Outcome ◽  
Follow Up Studies

Anorexia nervosa is a serious psychosomatic disorder which most typically begins between 16 and 18 years of age. Clinicians have often held that early onset (eg, ages 11 to 15) is associated with a better outcome. This paper reviews the long-term outcome studies on anorexia nervosa and concludes that this contention is not supported by available data. The methodologies of seven outcome studies that focus on an early onset population are critiqued, and it is concluded that two methodologies are strong. Because of the increasing prevalence of anorexia nervosa, this once rare disorder can now be more easily investigated, and consequently better follow-up studies, which examine potential prognostic factors including age of onset, should be forthcoming.

scholarly journals PARENTAL PERCEPTIONS OF MEDICATION IMPACT ON BEHAVIOUR AND LEARNING IN CHILDREN WITH ATTENTION/DEFICIT-HYPERACTIVITY DISORDER

2018 ◽  
Vol 23 (suppl_1) ◽  
pp. e35-e35
Author(s):  
Jean-Francois Lemay ◽  
Julie-Anne Lemay ◽  
Hanna Kubas
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Parental Perceptions ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Long Term Treatment ◽  
Stimulant Medications ◽  
The Impact

Abstract BACKGROUND Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder that often negatively impacts behaviour, cognition, and learning. Stimulant medications are the most commonly used treatment for ADHD, with informant reports (e.g., parent questionnaires, surveys) frequently used to evaluate medication impact on behavioural and academic functioning in affected children. OBJECTIVES To determine parental perceptions of medication impact on behaviour and learning in a long-acting methylphenidate (LA-MPH) trial of their children with ADHD. DESIGN/METHODS A randomized controlled LA-MPH medication trial was conducted with children ages 8–12 with a diagnosis of ADHD. Trial began with one-week of baseline assessment, followed by a randomized three-week standard of care medication trial, and a one-week best dose assessment. Following the conclusion of the study (6 months to 2 years’ range post-treatment), families were asked to participate in a voluntary follow-up phone survey to evaluate parental perceptions on child’s behaviour and learning. RESULTS A total of 34/42 (81%) families participated (male to female ratio: 2.1/1). At the time of the follow-up survey, 53% (18/34) and 68% (23/34) of patients were having “difficulty” or “significant difficulty” with their behaviour and learning, respectively. Twenty-three patients (68%) were still on psycho-stimulant medications. Although parents of those 23 children said LA-MPH had in general “significant” or “very significant” impact on their child’s behaviour (87%) and learning (79%), these parents were still reporting challenges with behaviour (52%) and learning (61%) at follow-up. In addition, parents of children not on medication said that their current child’s behaviour and learning was still having the same or more challenging issues (82% and 73% respectively). CONCLUSION Overall, parents reported that medication significantly impacted their child’s behaviour and learning; however, long-term medication impact appears less effective. Thus, an ongoing relationship with families and paediatricians is recommended to better understand the impact of medication on behaviour and learning. Evaluating the effects of medication on behaviour and learning may ultimately lead to targeted intervention that help foster long-term treatment efficacy for children with ADHD.

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