scholarly journals Assessing the Economic Burden and Benefit-cost of Treating Attention-deficit Hyperactivity Disorder in Germany

10.36469/9866 ◽  
2013 ◽  
Vol 1 (3) ◽  
pp. 212-223
Author(s):  
Nikolaos Kotsopoulos ◽  
Mark P. Connolly ◽  
Esther Sobanski ◽  
Maarten J. Postma
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Educational Attainment ◽  
Attention Deficit ◽  
Cost Benefit Analysis ◽  
Cost Savings ◽  
Cost Benefit ◽  
Economic Consequences ◽  
Hyperactivity Disorder ◽  
Benefit Cost

Background: Attention-deficit hyperactivity disorder (ADHD) is a condition which has been consistently documented to impact educational outcomes. Children with ADHD are regularly found to have lower educational attainment and increased likelihood of dropping out of school compared to children without ADHD. Objectives: To project the long-term societal economic consequences of reduced educational attainment, as measured by total lifetime earnings, in an untreated cohort of individuals diagnosed with ADHD in childhood, in Germany. In addition, this research aims at illustrating a cost-benefit analysis framework which could be applied to economically appraise the rate of return from investments in hypothetical health interventions targeting ADHD. Methods: Observational ADHD evidence was collated with demographic and human capital economics methods to quantify ADHD’s impact on educational attainment and long-term labour outcome in Germany. The theoretical benefits deriving from effective interventions targeting ADHD were also quantified. Results: It was estimated that the average per capita lifetime earning loss associated with ADHD was €92,000 suggesting a societal loss of €2.93 billion from a single cohort (n=31,864). The benefit-cost analysis suggested that reasonably effective intervention may justify considerable investment in ADHD targeted intervention. Conclusions: Considering the broad economic consequences of the condition might suggest that interventions which change the life course of individuals with ADHD could offer cost-savings and influence future economic outputs.

scholarly journals Peer Rejection and Friendships in Children with Attention-Deficit/Hyperactivity Disorder: Contributions to Long-Term Outcomes

2012 ◽  
Vol 40 (6) ◽  
pp. 1013-1026 ◽  
Author(s):  
Sylvie Mrug ◽  
Brooke S. G. Molina ◽  
Betsy Hoza ◽  
Alyson C. Gerdes ◽  
Stephen P. Hinshaw ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Peer Rejection ◽  
Long Term Outcomes ◽  
Hyperactivity Disorder

Long-term criminal outcome of children with attention deficit hyperactivity disorder

2013 ◽  
Vol 23 (2) ◽  
pp. 86-98 ◽  
Author(s):  
Søren Dalsgaard ◽  
Preben Bo Mortensen ◽  
Morten Frydenberg ◽  
Per Hove Thomsen
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Hyperactivity Disorder

Current Approaches to Management of Attention Deficit Hyperactivity Disorder

1996 ◽  
Vol 13 (1) ◽  
pp. 46-55 ◽  
Author(s):  
Frederick C. Jarman
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Stimulant Medication ◽  
Scientific Evidence ◽  
Behaviour Modification ◽  
Hyperactivity Disorder ◽  
School Based ◽  
Long Term Prognosis

AbstractThe last five years in Australia have been marked by an explosion in the diagnosis and treatment of Attention Deficit Hyperactivity Disorder (ADHD). The use of stimulant medication for ADHD has increased exponentially across all states, raising questions about the appropriate role of drug treatment and its relationship to other therapies in these children. Despite widespread consensus that multimodal therapy is the preferred option for intervention, many treatments advocated for ADHD lack scientific evidence to support their use. Because no two children with ADHD or their families are the same, an individualised approach to management is advocated that targets both the primary symptoms of the disorder, its cornorbid pathology, and the secondary problems that have developed. Evidence indicates that stimulant medication used in conjunction with parent training, family support, and school based behaviour modification offers the best prospects for improving the disturbing long-term prognosis in these children.

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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