scholarly journals The Effect of Methylphenidate on the Hearing of Children with Attention Deficit Hyperactivity Disorder

2017 ◽  
Vol 22 (03) ◽  
pp. 220-224 ◽  
Author(s):  
Onur İsmi ◽  
Veli Yildirim ◽  
Yusuf Vayisoglu ◽  
Anis Togrul ◽  
Fevziye Toros ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Side Effects ◽  
Attention Deficit ◽  
Pure Tone ◽  
Pure Tone Audiometry ◽  
Auditory Brainstem ◽  
Speech Discrimination ◽  
Hyperactivity Disorder ◽  
Significant Difference ◽  
Brainstem Response

Introduction There has been a sudden idiopathic hearing loss case presented after methylphenidate treatment in a child with attention deficit hyperactivity disorder (ADHD). Objective This study was performed to reveal the probable ototoxic side effects of methylphenidate use in patients with ADHD. Methods Thirty pediatric patients with ADHD were included in the study. Pure tone audiometry, speech discrimination scores, waves I, III, V absolute latencies and waves I-III, I-V, III-V interpeak latencies at the 80 dB nHL intensity after click stimulus auditory brainstem response (ABR) results were compared before and 3 months after methylphenidate treatment. Results There were no statistically significant difference between pretreatment and posttreatment pure tone and speech audiometry findings and ABR results (p > 0.05 for all parameters). Conclusion Methylphenidate can be regarded as a safe drug regarding ototoxic side effects. Additional studies with a larger sample size and longer follow-up may be needed.

Auditory brainstem response (ABR) profiling tests as diagnostic support for schizophrenia and adult attention-deficit hyperactivity disorder (ADHD)

2017 ◽  
Vol 30 (3) ◽  
pp. 137-147 ◽  
Author(s):  
Eva Juselius Baghdassarian ◽  
Maria Nilsson Markhed ◽  
Eva Lindström ◽  
Björn M Nilsson ◽  
Tommy Lewander
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Auditory Brainstem Response ◽  
Adult Adhd ◽  
High Sensitivity ◽  
Auditory Brainstem ◽  
Healthy Controls ◽  
Hyperactivity Disorder ◽  
Brainstem Response ◽  
Diagnostic Support

ObjectiveTo evaluate the performances of two auditory brainstem response (ABR) profiling tests as potential biomarkers and diagnostic support for schizophrenia and adult attention-deficit hyperactivity disorder (ADHD), respectively, in an investigator-initiated blinded study design.MethodMale and female patients with schizophrenia (n=26) and adult ADHD (n=24) meeting Diagnostic and Statistical Manual of Mental Disorders Fourth Edition (DSM IV) diagnostic criteria and healthy controls (n=58) comprised the analysis set (n=108) of the total number of study participants (n=119). Coded sets of randomized ABR recordings were analysed by an independent party blinded to clinical diagnoses before a joint code-breaking session.ResultsThe ABR profiling test for schizophrenia identified schizophrenia patients versus controls with a sensitivity of 84.6% and a specificity of 93.1%. The ADHD test identified patients with adult ADHD versus controls with a sensitivity of 87.5% and a specificity of 91.4%.ConclusionThe ABR profiling tests discriminated schizophrenia and ADHD versus healthy controls with high sensitivity and specificity. The methods deserve to be further explored in larger clinical studies including a broad range of psychiatric disorders to determine their utility as potential diagnostic biomarkers.

scholarly journals DRD4 Gene Polymorphisms as a Risk Factor for Children with Attention Deficit Hyperactivity Disorder in Iranian Population

2017 ◽  
Vol 2017 ◽  
pp. 1-5
Author(s):  
Seyed Mahmoud Tabatabaei ◽  
Shahrokh Amiri ◽  
Sara Faghfouri ◽  
Seyed Gholamreza Noorazar ◽  
Shahin AbdollahiFakhim ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Tandem Repeats ◽  
Receptor Gene ◽  
Variable Number ◽  
Healthy Children ◽  
Drd4 Gene ◽  
Hyperactivity Disorder ◽  
Significant Difference ◽  
Northwest Of Iran

Background and Objective. Dopamine dysfunction is known to be associated with attention deficit hyperactivity disorder (ADHD). Dopamine D4 receptor gene (DRD4) is one of the important genes in this pathway. This study intended to investigate the variable number of tandem repeats (VNTR) in exon 3 of the DRD4 gene in Iranian children and adolescents. Materials and Methods. In this study, 130 children with ADHD, aged 6–14 years, and 130 healthy children, within the same age range, were enrolled. All children were selected from northwest of Iran which have Caucasian ethnic background and are of a Turkic ethnic group. VNTR polymorphisms of the DRD4 gene were evaluated by PCR using exon 3-specific primers followed by agarose gel electrophoresis. Findings. The Hardy-Weinberg principle and Chi-square test showed a significant difference in 4-repetition (4R) alleles between the ADHD (76.2%) and control (53.8%) groups (p=0.004; X2=17.39; df=5). The least percentage of repetition alleles in both groups was 2R. Conclusion. There is a significant correlation between the 4R alleles of DRD4 and ADHD in the northwest of Iran.

Mainstream and Remedial School Attention Deficit Hyperactivity Disorder Boys: More Alike than Different

2005 ◽  
Vol 35 (1) ◽  
pp. 73-88
Author(s):  
J. B. Savitz ◽  
P. Jansen
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Control Group ◽  
Adhd Group ◽  
Hyperactivity Disorder ◽  
Significant Difference ◽  
Executive Deficits ◽  
Mainstream School ◽  
The Difference ◽  
Neuropsychological Tasks

The literature on the neuropsychology of Attention Deficit Hyperactivity Disorder (ADHD) is plagued by inconsistent findings, which are usually attributed to a variety of extraneous variables. One of the most inadequately explored of these variables is the difference between ADHD children attending remedial and mainstream schools. This study aimed to investigate whether the performance of remedial and mainstream school ADHD boys differs on relevant neuropsychological tasks. The sample consisted of three groups of 8- to 12-year-old boys. Two of these groups consisted of children with ADHD: one from remedial schools and one from mainstream schools. The third group was made up of participants without ADHD, who attended mainstream schools. The performance of the remedial school learners on the Stroop, Lurian and cancellation tasks was investigated and compared to a mainstream school ADHD sample. The performance of the ADHD group as a whole was compared with that of a control group. No significant difference in performance was found between the two ADHD groups, except for the length of time taken to read words in the control condition of the Stroop. The control group out-performed the ADHD samples on the Stroop, Lurian and cancellation tasks. The findings suggest that mainstream and remedial ADHD boys do not differ in the severity of their executive deficits, but that boys with ADHD attending remedial schools may be more likely to have another learning disorder than their counterparts at mainstream schools.

Attention Deficit Hyperactivity Disorder, Creativity, and the Effects of Methylphenidate

PEDIATRICS ◽  
1993 ◽  
Vol 91 (4) ◽  
pp. 816-819
Author(s):  
Jeanne B. Funk ◽  
John B. Chessare ◽  
Michael T. Weaver ◽  
Anita R. Exley
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Repeated Measures ◽  
Creative Thinking ◽  
Adhd Group ◽  
Hyperactivity Disorder ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Difference ◽  
Clinically Significant

Given that children with attention deficit hyperactivity disorder (ADHD) are more impulsive than peers, this study explored whether they are correspondingly more creative, and whether creativity declines when impulsivity is decreased through methylphenidate (Ritalin) therapy. A repeated-measures quasi-experimental design was used to compare the performance of 19 boys with previously diagnosed ADHD and 21 comparison boys aged 8 through 11 on two administrations of alternate forms of the Torrance Tests of Creative Thinking-Figural (nonverbal). Boys with ADHD received prescribed methylphenidate only for the first session. Overall, mean Torrance summary scores for comparison boys (mean = 115.1, SD = 16.1) were higher than for boys with ADHD (mean = 107.6, SD = 12.7). However, the difference between means was small (7%) and did not meet the 25% criterion for a clinically significant difference. No changes in performance over time (comparison group) or medication state (ADHD group) were observed. These data suggest that, when measured nonverbally, the creative thinking performance of boys with ADHD is not superior to that of peers who do not have ADHD. Regarding the effects of methylphenidate, prescribed therapy did not influence performance on this measure of creative thinking.

scholarly journals The effect of methylphenidate-OROS® on the narrative ability of children with attention-deficit hyperactivity disorder

2017 ◽  
Vol 64 (1) ◽  
Author(s):  
Tessa L. Rausch ◽  
Diane L. Kendall ◽  
Sara T. Kover ◽  
Elizabeth M. Louw ◽  
Ursula L. Zsilavecz ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Stimulant Medication ◽  
Full Potential ◽  
Systematic Analysis ◽  
Children With Adhd ◽  
Cascading Effects ◽  
Hyperactivity Disorder ◽  
Significant Difference ◽  
Narrative Ability

Background and objective: Children with attention-deficit hyperactivity disorder (ADHD) experience difficulty with expressive language, including form (e.g. grammatical construction) and content (e.g. coherence). The current study aimed to investigate the effect of methylphenidate-Osmotic Release Oral System® (MPH-OROS®) on the narrative ability of children with ADHD and language impairment, through the analysis of microstructure and macrostructure narrative elements.Method: In a single group off–on medication test design, narratives were obtained from 12 children with ADHD, aged 7–13 years, using wordless picture books. For microstructure, number of words, type–token ratio and mean length of utterance were derived from narrative samples using Systematic Analysis of Language Transcripts conventions. For macrostructure, the narratives were coded according to the Narrative Scoring Scheme, which includes seven narrative characteristics, as well as a composite score reflecting the child’s overall narrative ability.Results: The administration of MPH-OROS® resulted in a significant difference in certain aspects of language macrostructure: cohesion and overall narrative ability. Little effect was noted in microstructure elements.Conclusion: We observed a positive effect of stimulant medication on the macrostructure, but not on the microstructure, of narrative production. Although stimulant medication improves attention and concentration, it does not improve all aspects of language abilities in children with ADHD. Language difficulties associated with ADHD related to language content and use may be more responsive to stimulant medication than language form, which is likely to be affected by cascading effects of inattention, hyperactivity and impulsivity beginning very early in life and to progress over a more protracted period. Therefore, a combination of treatments is advocated to ensure that children with ADHD are successful in reaching their full potential.

scholarly journals Attention-deficit hyperactivity disorder and use of psychostimulants among children in Turkey

2007 ◽  
Vol 4 (3) ◽  
pp. 71-73
Author(s):  
Sahbal Aras ◽  
Semih Semin
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Side Effects ◽  
Mental Health Professionals ◽  
Attention Deficit ◽  
Critical Evaluation ◽  
Therapeutic Effects ◽  
Diagnostic Validity ◽  
Ethical Problems ◽  
Hyperactivity Disorder ◽  
Psychostimulant Medication

Recently, the use of psychostimulant medication in children with symptoms of attention-deficit hyperactivity disorder (ADHD) has been subject to extensive debate. The problems faced while assessing and diagnosing ADHD, unnecessary prescribing of psychostimulants, the possible side-effects of psychostimulants on the developing brain, the risk of drug dependency, and the risk of stigmatising children through medicalisation of normal life events are considered among the principal objections to the use of psychostimulant medications. On the other hand, what also need to be taken into account are the increasing evidence on the genetic, biochemical and diagnostic validity of the disorder, the data showing the therapeutic effects of psychostimulants and the rarity of the above-mentioned side-effects, as well as the ethical problems created by insufficient treatment of children because of the concerns of parents. A critical evaluation of these conflicting opinions by mental health professionals might contribute to the application of ethical principles. While making this kind of evaluation, it is important to pay regard to the specific sociocultural features of the country, as well as the prevailing worldwide discussion.

scholarly journals Socioemotional profiles of autism spectrum disorders, attention deficit hyperactivity disorder, and disinhibited and reactive attachment disorders: a symptom comparison and network approach

2021 ◽  
pp. 1-10
Author(s):  
Barry Coughlan ◽  
Matt Woolgar ◽  
Marinus H. van IJzendoorn ◽  
Robbie Duschinsky
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Autism Spectrum Disorders ◽  
Attention Deficit ◽  
Autism Spectrum ◽  
Attachment Disorders ◽  
Hyperactivity Disorder ◽  
Children With Asd ◽  
Significant Difference ◽  
Reactive Attachment ◽  
Spectrum Disorders

Abstract Children with autism spectrum disorders (ASDs), attention deficit hyperactivity disorder (ADHD) and disinhibited and reactive attachment disorders (RAD/DAD) often experience socioemotional problems. Elucidating a clear picture of these profiles is essential. Strengths and Difficulties Questionnaires (SDQs) were analysed from cohort of children with ASD (n = 1430), ADHD (n = 1193), and RAD/DAD (n = 39). Kruskal–Wallis Tests and network analytic techniques were used to investigate symptom profiles. Children with ASD experienced more emotional problems, peer problems and fewer prosocial behaviours. Children with ADHD and RAD/DAD had higher levels of hyperactivity and conduct problems. Overall, ASD and ADHD networks were highly correlated (rs = 0.82), and we did not observe a statistically significant difference in terms of global Strength.

scholarly journals Examination of Retinal and Choroidal Structural Changes in Children With Attention Deficit/Hyperactivity Disorder

2021 ◽  
Author(s):  
Zeynep Sena Tosun ◽  
Ayse Vural Ozec ◽  
Haydar Erdogan ◽  
Erman Bozali ◽  
Duygu Yalınbas Yeter ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Ganglion Cell ◽  
Attention Deficit ◽  
Choroidal Thickness ◽  
Ganglion Cell Layer ◽  
Cell Layer ◽  
Adhd Group ◽  
Ophthalmological Examination ◽  
Hyperactivity Disorder ◽  
Significant Difference

Abstract Objective Examination of retinal nerve, ganglion cell layer thickness and choroidal thickness in patients with Attention Deficit Hyperactivity Disorder by optical coherence tomography (OCT). Method : 30 individuals with Attention Deficit Hyperactivity Disorder and 30 healthy individuals compatible in terms of age and gender who applied to the Ophthalmology outpatient clinic for control were included in the study. The right and left eye data of the participants were used in statistical analysis. In addition to full ophthalmological examination (best corrected visual acuity, biomicroscopy, fundus examination), retinal nerve fiber layer (RNFL), ganglion cell layer (GCL) and macular choroidal thickness (MCT) were measured by OCT. RNFL, GCL and MCT measurements were compared between the groups. Conclusion There was no significant difference between the RNFL and GCL thickness values of the individuals in both groups (p > 0.05). When compared in terms of choroidal thickness, left eye su bfoveal choroidal thickness (p = 0.036, p < 0.05) and 2 mm temporal choroidal thickness were significantly higher in the ADHD group than in the control group (p = 0.034, p < 0.05). Discussion The aim of this study was to determine the clinical features of the eyes of children with ADHD. Cross-sectional studies with larger participation are needed to determine RNFL, GCL and choroidal changes.

scholarly journals Nurse-Led Intervention on Teachers’ Knowledge and Management of Pupils with Attention Deficit Hyperactivity Disorder in Primary Schools in Abeokuta, Ogun State

2022 ◽  
Vol 5 (1) ◽  
pp. 1-14
Author(s):  
Alake O.M. ◽  
Aina J. ◽  
Sodimu J.O. ◽  
Dele-Alonge O.
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Primary Schools ◽  
Knowledge Score ◽  
P Value ◽  
Post Intervention ◽  
Hyperactivity Disorder ◽  
Ogun State ◽  
Significant Difference ◽  
High Knowledge

The objective of any educational system is to provide education for all learners with diverse needs and abilities to enable them to achieve their potential and subsequently contribute to society. Teachers are in a position to be the first to suspect that a child might have Attention Deficit Hyperactivity Disorder (ADHD) because they are with them for most of the day and they know how normal learners typically behave in classroom situations. One group pre-test post-test quasi-experimental study was employed for this study. The population comprised 42 teachers in the selected schools. Total enumeration was used for the study. A self-structured questionnaire was validated and used to collect data. The Cronbach Alpha reliability coefficient of the construct ranged from 0.741 to 0.808. Data collected were analyzed using descriptive and inferential statistics. The results showed 45.2% participants had low knowledge, 18.1% and 16.7% had moderate and high knowledge respectively at the pre-intervention stage while at the post-intervention stage, 14.3% had low knowledge score while 21.4% and 64.3% had moderate and high knowledge scores respectively. Also, at the pre-intervention stage of this study, it was found that 64.3% participants had a bad management score of ADHD while 35.7% had a good management score of ADHD. The result indicated that there is a non-significant difference in the post intervention knowledge and management of ADHD among the respondents as a p-value of 0.494 was recorded which is much greater than the alpha (α) p-value of 0.05. The study concluded that the role of teachers in the identification and management of ADHD cannot be overlooked. This shows that training and proper education of the teachers will go a long way in the management of attention deficit in the pupils. The study recommended that the management of ADHD should be included in educational programs. Also, there should be follow-up to monitor the progress of the teachers in the management of children with ADHD.

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