scholarly journals Truths, Myths and Needs of Special Diets: Attention-Deficit/Hyperactivity Disorder, Autism, Non-Celiac Gluten Sensitivity, and Vegetarianism

2016 ◽  
Vol 68 (Suppl. 1) ◽  
pp. 42-50 ◽  
Author(s):  
Sylvia Cruchet ◽  
Yalda Lucero ◽  
Verónica Cornejo
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Clinical Trials ◽  
Celiac Disease ◽  
Attention Deficit ◽  
The Other ◽  
Clinical Spectrum ◽  
Gluten Sensitivity ◽  
Gluten Free ◽  
Hyperactivity Disorder ◽  
Special Diets

Different dietary approaches have been attempted for the treatment of attention-deficit/hyperactivity disorder and autism, but only three of them have been subjected to clinical trials: education in healthy nutritional habits, supplementation and elimination diets. On the other hand, for multiple reasons, the number of people who adopt vegetarian and gluten-free diets (GFD) increases daily. More recently, a new entity, non-celiac gluten sensitivity (NCGS), with a still evolving definition and clinical spectrum, has been described. Although, the benefits of GFD are clearly supported in this condition as well as in celiac disease, in the last two decades, GFD has expanded to a wider population. In this review, we will attempt to clarify, according to the existing evidence, which are the myths and facts of these diets.

Frequency of Celiac Disease in Attention-deficit/Hyperactivity Disorder

2013 ◽  
Vol 56 (2) ◽  
pp. 211-214 ◽  
Author(s):  
Serdal Güngör ◽  
Özgü Suna Celiloğlu ◽  
Özlem Özel Özcan ◽  
Sabiha Güngör Raif ◽  
Mukadder Ayşe Selimoğlu
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Celiac Disease ◽  
Attention Deficit ◽  
Hyperactivity Disorder

Research on the Educational Implications of Attention Deficit Hyperactivity Disorder

1993 ◽  
Vol 60 (2) ◽  
pp. 143-153 ◽  
Author(s):  
Sydney S. Zentall
Keyword(s):  
Academic Achievement ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
The Other ◽  
Cognitive Disability ◽  
Academic Problems ◽  
Hyperactivity Disorder ◽  
Educational Implications ◽  
Students With Adhd

This article summarizes the major academic problems of students with attention deficit hyperactivity disorder (ADHD) and addresses the extent to which these problems are secondary to ADHD, rather than a part of a co-occurring learning or cognitive disability. The article delineates the academic problems of students with ADHD in relation to their primary characteristics—how one influences the nature of the other. Treatment implications are discussed to indicate how educators might modify classroom settings to enhance the academic achievement of students with ADHD.

Gender Differences in 2 Clinical Trials of Adults With Attention-Deficit/Hyperactivity Disorder

2008 ◽  
Vol 69 (2) ◽  
pp. 213-221 ◽  
Author(s):  
Reid J. Robison ◽  
Frederick W. Reimherr ◽  
Barrie K. Marchant ◽  
Stephen V. Faraone ◽  
Lenard A. Adler ◽  
...  
Keyword(s):  
Gender Differences ◽  
Attention Deficit Hyperactivity Disorder ◽  
Clinical Trials ◽  
Attention Deficit ◽  
Hyperactivity Disorder

The Validity of the DSM-IV Subtypes of Attention-Deficit/Hyperactivity Disorder

2005 ◽  
Vol 39 (5) ◽  
pp. 344-353 ◽  
Author(s):  
Bernardine S. C. Woo ◽  
Joseph M. Rey
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Age Distribution ◽  
The Other ◽  
Genetic Studies ◽  
Main Research ◽  
Hyperactivity Disorder ◽  
Dsm Iv ◽  
Almost All ◽  
All Treatment

Objective: To examine the validity of the three subtypes of ADHD defined by DSM-IV. Method: Studies published in English were identified through searches of literature databases. Results: Estimates of the prevalence of ADHD have increased as a result of the introduction of DSM-IV criteria. Factor analytical and genetic studies provide some support for the validity of the distinction between the three subtypes. However, diagnosis of the combined subtype seems more reliable than the other two subtypes, although reliability is largely unknown for the latter. The hyperactive-impulsive subtype, the least common, differs from the other two subtypes in age distribution, association with other factors and neuropsychological parameters. Almost all treatment trials are based on participants with the combined type. Conclusion: Data supporting the validity of the inattentive and hyperactive-impulsive subtypes of ADHD a decade after the publication of DSM-IV are still scarce. Given that inattention is the hypothesized core ADHD symptom, it remains to be demonstrated that hyperactive-impulsive children who are not inattentive have the same condition. One of the main research deficits refers to data on treatment of the inattentive and hyperactive impulsive subtypes.

Attention Deficit Hyperactivity Disorder in Children: Comparative Efficacy of Traditional Chinese Medicine and Methylphenidate

2009 ◽  
Vol 37 (3) ◽  
pp. 939-948 ◽  
Author(s):  
Y Lan ◽  
L-L Zhang ◽  
R Luo
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Clinical Trials ◽  
Chinese Medicine ◽  
Traditional Chinese Medicine ◽  
Attention Deficit ◽  
Chinese Literature ◽  
Comparative Efficacy ◽  
High Quality ◽  
Hyperactivity Disorder ◽  
Attention Deficit Hyperactivity Disorders

Traditional Chinese medicine (TCM) is frequently used to treat attention deficit hyperactivity disorders (ADHD) in children in China. However, until now there has been no strong evidence to prove that TCM has better efficacy than western medicine. In this systematic study of 34 studies published in the Chinese literature, the effectiveness of TCM in treating ADHD in children was examined and compared with methylphenidate (MPH), which is widely used to treat ADHD. It was found that TCM may have equal or better effectiveness than MPH. However, the lack of high-quality clinical trials to support this conclusion means that it is not currently possible to recommend any particular kind of TCM preparation for treating ADHD in children.

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