Attention deficit hyperactivity disorder in children: effectiveness of hopantenic acid pharmacotherapy

Заваденко, Н. Н.; Suvorinova, N. Yu.; Zavadenko, A. N.

doi:10.20953/1817-7646-2018-2-11-18

Cited by 7 publications

(6 citation statements)

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“…Attention, behavioral characteristics, and motor coordination were improved in both groups, but the response rate was higher in those receiving higher doses of piracetam (14). In another open controlled study on children with ADHD, it was found that monotherapy of piracetam was highly effective in comparison with no pharmacological treatment (15). Our study, which was a double-blind, placebo-controlled randomized trial, consisting larger sample size, revealed almost similar positive therapeutic effects of piracetam as an adjuvant treatment in ADHD.…”

Section: Discussionsupporting

confidence: 67%

“…These controlled open trials used piracetam as monotherapy at the doses of 40 -70 mg/kg/day for 4 -6 weeks in ADHD children aged 6 -13 years. Both studies demonstrated the high effectiveness of piracetam in reducing ADHD symptoms and its superiority over placebo, with more response rate at higher doses (14,15). Given the paucity of studies on the effect of piracetam on ADHD and their open design, which demonstrated positive outcomes, performing more precisely designed trials on greater sample sizes and wider age ranges seems necessary.…”

Section: Introductionmentioning

confidence: 99%

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Effects of Piracetam as an Adjuvant Therapy on Attention-Deficit/Hyperactivity Disorder: A Randomized, Double-Blind, Placebo-Controlled Trial

Alavi

Shirazi

Akbari

et al. 2021

Iran J Psychiatry Behav Sci

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Background: Stimulants are highly effective in controlling symptoms of Attention-deficit/hyperactivity disorder (ADHD), but 30% of individuals with ADHD do not respond to them or cannot tolerate their side effects; thus, alternative treatment approaches need to be considered. Objectives: To evaluate the effect and safety of piracetam as an adjuvant therapy plus methylphenidate (MPH) in children with ADHD. Methods: Thirty-six children with ADHD (6-16 years old), admitted to three academic outpatient child psychiatric clinics in the second half of 2015, were randomly assigned to the “methylphenidate plus piracetam group” and the “methylphenidate plus placebo” group, in a double-blind, placebo-controlled study, for 6 weeks. The “Conner’s Parents’ Rating Scale-Revised (CPRS-R), Children Symptom Inventory-4 (CSI-4), Clinical Global Impression-Improvement scale (CGI-I), and Children’ Global Assessment Scale (CGAS) were completed at baseline and at the ends of the third and the sixth week, and the New York State Psychiatric Institute side effect forms were completed weekly, as outcome measures. Results: The level of improvement in CPRS-R, CSI-4, and CGI-I scales were significantly higher in the “methylphenidate plus piracetam” group compared with the “methylphenidate plus placebo” group. Side effects were not remarkable in any group. Conclusions: Piracetam as a short-term adjuvant treatment to methylphenidate can have considerable therapeutic effect and safety profile in children with ADHD and deserves further exploration to assess its potentialities in ADHD treatment.

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Section: Discussionsupporting

confidence: 67%

Section: Introductionmentioning

confidence: 99%

Effects of Piracetam as an Adjuvant Therapy on Attention-Deficit/Hyperactivity Disorder: A Randomized, Double-Blind, Placebo-Controlled Trial

Alavi

Shirazi

Akbari

et al. 2021

Iran J Psychiatry Behav Sci

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“…Studies of auditory verbal and visual memory in children with ADHD demonstrated that different modalities of memory were altered to different extents: auditory verbal memory was signifi cantly more impaired in ADHD [6]. The results presented in Table 2 show that on the background of Noofen treatment, children with ADHD displayed improvements in measures of auditory verbal memory on remembering two groups of three words, because of significant improvements in the dynamics of the volume and a tendency to improvements in measures of selectivity and the effects of interference.…”

Section: Resultsmentioning

confidence: 99%

“…Experimental studies on the use of Noofen have demonstrated that the GABAergic neurotransmitter system takes part in the acquisition and realization of internal inhibition, which is required for learning and effective adaptation. The agent promotes increases in the controlling functions of cortical structures on subcortical, including limbic, structures, and also prevents decreases in the activity of central serotoninergic processes [5][6][7].…”

Section: Methodsmentioning

confidence: 99%

Results of Pharmacotherapy of Attention Deficit Hyperactivity Disorder: Assessment Using Neuropsychological Methods

Zavadenko

Suvorinova

2016

Neurosci Behav Physi

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Attention defi cit hyperactivity disorder (ADHD) is one of the most widespread disorders in children and adolescents. It occurs in about 5% of children and is more common in boys than girls, with a ratio of 2:1 [1]. ADHD is characterized by a protracted course, but it susceptible to treatment with contemporary agents.Diagnoses are based on international clinical criteria, including lists of the most typical and clearly apparent symptoms. However, the identifi cation of objective signs of ADHD in children involves some diffi culties because of the fact that the patient's status can change in various situations and at different times, as well as in relation to types of activity and the child's attitudes to them. This presents specialists with the need to design investigations such that the child's behavioral characteristics are assessed not only during medical examination, but also at home, at school, and in other non-medical contexts. It is therefore important to obtain relevant reports from parents, carers, and teachers using surveys and specially designed questionnaires. It should be emphasized that assessment of ADHD symptoms using surveys is only the initial stage of diagnosis, which must be followed by detailed psychological investigation.During the psychological investigation of children with ADHD, assessment methods address not only general mental development, but also individual higher mental functions, particularly attention and memory. It is important to discriminate the various types and properties of attention. Sustained attention is the ability to maintain the required response during prolonged and repeated activity, so this property of attention is often termed continuity or stability; selective attention has two types, focused and distributed; focused attention is linked with properties of attention such as targeting, and is the ability to respond in a defi ned way to specifi c stimuli; distributed attention is the ability to run several cognitive operations during the performance of a given task. A further property of attention is its ability to undergo switching, which refl ects the fl exibility of cognitive processes.As regards neuroanatomy, i.e., the structural basis for attention, this is considered [2] to consist of three systems: the vigilance system, which includes the fi elds of the frontal and parietal cortex, mainly of the right hemisphere, the oriStudy aim. To investigate the dynamics of measures of behavior, attention, and memory during treatment with Noofen (250-mg capsules) in children with attention defi cit hyperactivity disorder (ADHD). Materials and methods. A total of 50 patients taking part in an open study were divided into two groups of 25 patients: patients of group 1 received Noofen while patients of group 2 (controls) received only low doses of multivitamins. Treatment lasted one month. Noofen was given at doses of 15-20 mg/kg (500-750 mg) per day using 250-mg capsules, as two or three doses. Results and conclusions. Neuropsychological test results at the end of one month o...

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“…Н.Н.Заваденко, Т.Ю.Успенская, И.П.Брязгунов, Е.В.Касатикова және т.б. авторлардың тұжырымдауынша мұндай бұзылысы бар балалар мектепке дейінгі оқу бағдарламасын да меңгеріп, мектеп жүктемесін игеруде де қиындыққа тап болады [2,3].…”

Section: әдебиеттерге шолуunclassified

Психологический Характер Исследования Адаптации Гиперактивных Младших Школьников К Школе

Сардарова

2023

BULLETIN Series Psychology

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Мақала өзекті мәселелердің бірі гиперактивті бастауыш сынып оқушыларын мектепке бейімдеудің психологиялық ерекшеліктерін зерттеуге арналған. Авторлар гиперактивтіктіліктің өзіне тән физиологиялық, медициналық, психологиялық негізіне үңіле отырып, ойыннан жаңа шыққан баланың мектепке бейімделудің көп жоспарлы үрдіс екендігі, оның қүрамдас бөліктері әлеуметтік бейімделу және денелік бейімделу ерекшеліктерін ашқан. Жүргізілген тәжірибелік жұмыстың барысында гиеперактивті бастауыш сынып оқушыларының мектепке қалыпты бейімделуіне кедергі болатын негізгі факторларды анықтады: зейіннің жеткіліксіз дамуы; импульсивтіліктің жоғарғы деңгейі; мектептегі мазасыздық деңгейінің жоғары деңгейде болуы; көптеген ауру түрлерінің байқалуы; мінез-құлық пен іс-әрекетті реттеудегі ұқыпсыздық Түйінді сөзддер: гиперактивті, бастауыш сынып оқушылары, мектепке бейімдеу, белсенділік, назар аудару, қабылдау. Статья посвящена одной из актуальных проблем, изучению психологических особенностей адаптации гиперактивных младших школьников к школе. Авторы основываясь на характерную физиологическую, медицинскую, психологическую основу гиперактивности, раскрывает особенности адаптации ребенка только что вышедшего из игры и который является многоплановым процессом школьной адаптации, так как он состоит из социальной адаптации и телесной адаптации. В ходе проведенной практической работы были выявлены основные факторы, препятствующие нормальной адаптации гиперактивных младших школьников к школе: недостаточное развитие внимания; высокий уровень импульсивности; высокий уровень школьной тревожности; наблюдаемость многих видов заболеваний; небрежность в регулировании поведения и действий Ключевые слова: гиперактивные, учащиеся начальных классов, адаптация к школе, активность, внимание, восприятие. The article is devoted to one of the urgent problems, the study of the psychological characteristics of the adaptation of hyperactive younger schoolchildren to school. The authors, based on the characteristic physiological, medical, psychological basis of hyperactivity, reveals the peculiarities of adaptation of a child who has just left the game and which is a multifaceted process of school adaptation, since it consists of social adaptation and bodily adaptation. In the course of the practical work carried out, the main factors hindering the normal adaptation of hyperactive younger schoolchildren to school were identified: insufficient attention development; high level of impulsivity; high level of school anxiety; the observability of many types of diseases; negligence in regulating behavior and actions Keywords: hyperactive, primary school students, adaptation to school, activity, attention, perception.

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Attention deficit hyperactivity disorder in children: effectiveness of hopantenic acid pharmacotherapy

Cited by 7 publications

References 0 publications

Effects of Piracetam as an Adjuvant Therapy on Attention-Deficit/Hyperactivity Disorder: A Randomized, Double-Blind, Placebo-Controlled Trial

Effects of Piracetam as an Adjuvant Therapy on Attention-Deficit/Hyperactivity Disorder: A Randomized, Double-Blind, Placebo-Controlled Trial

Results of Pharmacotherapy of Attention Deficit Hyperactivity Disorder: Assessment Using Neuropsychological Methods

Психологический Характер Исследования Адаптации Гиперактивных Младших Школьников К Школе

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