Atomoxetine Treatment in Adolescents with Attention-Deficit/Hyperactivity Disorder

Wietecha, Linda; Williams, David Wynne; Herbert, Michael; Melmed, Raun D.; Greenbaum, Michael; Schuh, Kory

doi:10.1089/cap.2008.074

Cited by 19 publications

(14 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The mean change in math grade was from C to B-. However, no significant improvement occurred in English, science and social studies grades with any dose of atomoxetine [104]. Pelham and colleagues observed statistically nonsignificant increases versus placebo in GPA (1.6-1.9) with IR-MPH and pemoline [105].…”

Section: Grade-point Average (Gpa)mentioning

confidence: 97%

See 1 more Smart Citation

Impact of Attention-Deficit Hyperactivity Disorder on School Performance: What are the Effects of Medication?

2015

View full text Add to dashboard Cite

Attention-deficit hyperactivity disorder (ADHD) affects an estimated 5-7 % of schoolchildren worldwide. School functioning and academic achievement are frequently impaired by ADHD and represent one of the main reasons children start ADHD medication. Multiple potential causal pathways exist between ADHD and impaired school performance. In this review, we decompose school performance into three components and assess the impact of ADHD and its treatments on academic performance (assessed by grade point average [GPA], time on-task, percentage of work completed as well as percent completed correctly), academic skills (as measured by achievement tests and cognitive measures), and academic enablers (such as study skills, motivation, engagement, classroom behavior and interpersonal skills). Most studies examined only the short-term effects of medication on school performance. In these, ADHD medications have been observed to improve some aspects of school performance, with the largest impact on measures of academic performance such as seatwork productivity and on-task performance. In a subset of children, these benefits may translate into detectable improvements in GPA and achievement testing. However, limited data exists to support whether these changes are sustained over years. Optimizing medication effects requires periodic reassessment of school performance, necessitating a collaborative effort involving patients, parents, school staff and prescribers. Even with systematic reassessment, behavioral-based treatments and additional school-based services may be needed to maximize academic performance for the many youth with ADHD and prominent impairments in school performance.

show abstract

Section: Grade-point Average (Gpa)mentioning

confidence: 97%

“…No effect on math scores was observed and results were limited by the lack of a control arm. Forty weeks later, approximately half of the acute gains in total achievement score had eroded, with a trend for better reading scores in the higher (1.4 mg/ kg/day), but not the lower dose group (0.8 mg/kg/day) [104].…”

Section: Achievement Testingmentioning

confidence: 99%

Impact of Attention-Deficit Hyperactivity Disorder on School Performance: What are the Effects of Medication?

2015

View full text Add to dashboard Cite

show abstract

“…No differences were observed when participants adopted either a slow or fast titration schedule, and significant improvements to ADHD symptoms, life participation, family functioning, academic achievement, and some risky behavior ratings were observed after both titration schedules (Table 2). 30,31 In relation to one versus two daily doses, Waxmonsky et al found that one daily dose was superior to two daily doses in behavior and impairment ratings, where after eight weeks of treatment, significant benefits were observed in some of the measures only in those who took one daily dose (Table 2). 19,20 Additionally, Waxmonsky et al assessed participants every fortnight and found that improvements in parent-rated behaviors improved from the commencement of treatment (within the first fortnight) when one dose per day was taken, while benefits with two daily doses were first noticed halfway through the eight-week treatment period.…”

Section: Resultsmentioning

confidence: 99%

“…Similar to the short-term reports, the longer-term studies compared atomoxetine to other treatments (stimulants32 and methylphenidate23,24) and to placebo arms and combined atomoxetine treatment with other treatment modalities (motivational interviewing plus cognitive behavior therapy33 and psychoeducation for parents34). Atomoxetine dosing was examined also in relation to fast versus slow titration35,36 and compared low doses (0.8 mg/kg/d) to higher doses (1.4 mg/kg/d) 30,31. Cohorts used for comparisons included healthy controls and participants with ADHD with comorbid dyslexia (Table 2).…”

Section: Resultsmentioning

confidence: 99%

Efficacy and Safety of Atomoxetine in the Treatment of Children and Adolescents with Attention Deficit Hyperactivity Disorder

Kohn

Tsang

Clarke

2012

Clin Med Insights Pediatr

View full text Add to dashboard Cite

Several non-stimulant medications have been used in the treatment of attention deficit hyperactivity disorder (ADHD). Atomoxetine, was introduced in 2002. The safety and efficacy of atomoxetine in the treatment of ADHD for children, adolescents, and adults has been evaluated in over 4000 patients in randomized controlled studies and double blinded studies as well as in recent large longitudinal studies. This paper provides an updated summary of the literature on atomoxetine, particularly in relation to findings on the short- and long-term safety of atomoxetine in children and adolescents arising from recent large longitudinal cohort studies. Information is presented about the efficacy, safety, and tolerability of this medication.

show abstract

“…When atomoxetine is administered once daily, some evidence suggests that morning dosing may be more efficacious, but evening dosing may be more tolerable [84]. In adolescents, doses in the higher ranges have been associated with greater long-term efficacy [85]. Because atomoxetine has been rarely associated with acute suicidality [86], it has been given a 'black box' warning.…”

Section: Adhd Treatmentsmentioning

confidence: 99%

Advances in understanding and treating ADHD

Antshel

Hargrave

Simonescu

et al. 2011

BMC Med

108

View full text Add to dashboard Cite

Attention deficit hyperactivity disorder (ADHD) is a neurocognitive behavioral developmental disorder most commonly seen in childhood and adolescence, which often extends to the adult years. Relative to a decade ago, there has been extensive research into understanding the factors underlying ADHD, leading to far more treatment options available for both adolescents and adults with this disorder. Novel stimulant formulations have made it possible to tailor treatment to the duration of efficacy required by patients, and to help mitigate the potential for abuse, misuse and diversion. Several new non-stimulant options have also emerged in the past few years. Among these, cognitive behavioral interventions have proven popular in the treatment of adult ADHD, especially within the adult population who cannot or will not use medications, along with the many medication-treated patients who continue to show residual disability.

show abstract

Atomoxetine Treatment in Adolescents with Attention-Deficit/Hyperactivity Disorder

Abstract: Maintenance of benefit with atomoxetine hydrochloride in adolescents with ADHD, NCT00191035.

Cited by 19 publications

References 20 publications

Impact of Attention-Deficit Hyperactivity Disorder on School Performance: What are the Effects of Medication?

Impact of Attention-Deficit Hyperactivity Disorder on School Performance: What are the Effects of Medication?

Efficacy and Safety of Atomoxetine in the Treatment of Children and Adolescents with Attention Deficit Hyperactivity Disorder

Advances in understanding and treating ADHD

Contact Info

Product

Resources

About