Individualised stepwise adaptive treatment for 3–6-year-old preschool children impaired by attention-deficit/hyperactivity disorder (ESCApreschool): study protocol of an adaptive intervention study including two randomised controlled trials within the consortium ESCAlife

Becker, Katja; Banaschewski, Tobias; Brandeis, Daniel; Dose, Christina; Hautmann, Christopher; Holtmann, Martin; Jans, Thomas; Jendreizik, Lea Teresa; Jenkner, Carolin; John, Katja; Ketter, Johanna; Millenet, Sabina; Pauli‐Pott, Ursula; Renner, Tobias; Romanos, Marcel; Treier, Anne-Katrin; Wirth, Elena von; Döpfner, Manfred

doi:10.1186/s13063-019-3872-8

Cited by 6 publications

(4 citation statements)

References 62 publications

(73 reference statements)

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“…Several well-designed studies examining various stepped care approaches for ADHD are underway, which, when completed, should give new insights into this approach. [119][120][121][122].…”

Section: Monitoring To Optimize Outcomesmentioning

confidence: 99%

The management of ADHD in children and adolescents: bringing evidence to the clinic: perspective from the European ADHD Guidelines Group (EAGG)

Coghill

Banaschewski

Cortese

et al. 2021

Eur Child Adolesc Psychiatry

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ADHD is the most common neurodevelopmental disorder presenting to child and adolescent mental health, paediatric, and primary care services. Timely and effective interventions to address core ADHD symptoms and co-occurring problems are a high priority for healthcare and society more widely. While much research has reported on the benefits and adverse effects of different interventions for ADHD, these individual research reports and the reviews, meta-analyses and guidelines summarizing their findings are sometimes inconsistent and difficult to interpret. We have summarized the current evidence and identified several methodological issues and gaps in the current evidence that we believe are important for clinicians to consider when evaluating the evidence and making treatment decisions. These include understanding potential impact of bias such as inadequate blinding and selection bias on study outcomes; the relative lack of high-quality data comparing different treatments and assessing long-term effectiveness, adverse effects and safety for both pharmacological and non-pharmacological treatments; and the problems associated with observational studies, including those based on large national registries and comparing treatments with each other. We highlight key similarities across current international clinical guidelines and discuss the reasons for divergence where these occur. We discuss the integration of these different perspective into a framework for person/family-centered evidence-based practice approach to care that aims to achieve optimal outcomes that prioritize individual strengths and impairments, as well as the personal treatment targets of children and their families. Finally, we consider how access to care for this common and impairing disorder can be improved in different healthcare systems.

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“…Several well-designed studies examining various stepped care approaches for ADHD are underway, which, when completed, should give new insights into this approach. [119][120][121][122].…”

Section: Monitoring To Optimize Outcomesmentioning

confidence: 99%

The management of ADHD in children and adolescents: bringing evidence to the clinic: perspective from the European ADHD Guidelines Group (EAGG)

Coghill

Banaschewski

Cortese

et al. 2021

Eur Child Adolesc Psychiatry

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“…Pseudonymized data of children, adolescents, and adults (6–45 years) with ADHD for the present study were obtained from the ESCAlife project (ESCAschool, ESCAadol, and ESCAlate trials), a multicenter study including 14 sites (involving Bochum/Hamm, Bonn, Essen, Frankfurt, Göttingen, Homburg, Köln, Mainz, Mannheim, Marburg, Oldenburg, Rostock, Tübingen, and Würzburg). Details regarding the study protocol, each age-trial, and data acquisition have been published previously [ 34 , 35 , 36 , 37 ]. Within ESCApreschool (3–6 years), no EEG data were collected.…”

Section: Methodsmentioning

confidence: 99%

EEG Data Quality: Determinants and Impact in a Multicenter Study of Children, Adolescents, and Adults with Attention-Deficit/Hyperactivity Disorder (ADHD)

et al. 2021

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Electroencephalography (EEG) represents a widely established method for assessing altered and typically developing brain function. However, systematic studies on EEG data quality, its correlates, and consequences are scarce. To address this research gap, the current study focused on the percentage of artifact-free segments after standard EEG pre-processing as a data quality index. We analyzed participant-related and methodological influences, and validity by replicating landmark EEG effects. Further, effects of data quality on spectral power analyses beyond participant-related characteristics were explored. EEG data from a multicenter ADHD-cohort (age range 6 to 45 years), and a non-ADHD school-age control group were analyzed (ntotal = 305). Resting-state data during eyes open, and eyes closed conditions, and task-related data during a cued Continuous Performance Task (CPT) were collected. After pre-processing, general linear models, and stepwise regression models were fitted to the data. We found that EEG data quality was strongly related to demographic characteristics, but not to methodological factors. We were able to replicate maturational, task, and ADHD effects reported in the EEG literature, establishing a link with EEG-landmark effects. Furthermore, we showed that poor data quality significantly increases spectral power beyond effects of maturation and symptom severity. Taken together, the current results indicate that with a careful design and systematic quality control, informative large-scale multicenter trials characterizing neurophysiological mechanisms in neurodevelopmental disorders across the lifespan are feasible. Nevertheless, results are restricted to the limitations reported. Future work will clarify predictive value.

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“…for children with ADHD, with limited efficacy. [ 9 , 10 ] Especially for school-age children with ADHD, the above drug treatment easily affects the growth and development of children, and the general acceptance of parents is low. Behavioral therapy and rehabilitation training courses are longer, and children and parents have difficulty adhering to them.…”

Section: Introductionmentioning

confidence: 99%

Effect of 25 hydroxyvitamin D on attention deficit and hyperactivity in school-age children with ADHD

Yang,

Yuan,

Qiu

et al. 2023

Medicine

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Background: To observe the serum levels of 25 hydroxyvitamin D [25 (OH) D] in healthy school-age children and children with attention deficit hyperactivity disorder (ADHD) and to analyze the effects of serum 25 (OH) D on the symptoms of attention deficit and hyperactivity in school-age children with ADHD. Methods: According to the Diagnostic and Statistical Manual of Mental Disorders DSM-IV diagnostic criteria for ADHD in children, 80 healthy children aged 6 years or less than 10 years old and children diagnosed with ADHD in the Department of Rehabilitation Medicine, Department of Pediatrics and Department of Physical Examination of our hospital were randomly selected as research subjects. The serum 25 (OH) D level, attention deficit hyperactivity (Swanson, Nolan, and Pelham, version IV [SNAP-IV] parental version) score and Conners child behavior (PSQ) index were observed and compared between the 2 groups. In addition, the children with ADHD whose serum 25 (OH) D was lower than normal were treated with supplemental VitD3, and the changes in serum 25 (OH) D, SNAP-IV parental score and PSQ index of ADHD children were observed and compared. Results: Serum 25(OH)D was insufficient or deficient in 26 healthy children, but the SNAP-IV score and PSQ index were normal. Serum 25(OH)D was lower than normal in 69 patients in the ADHD group, which was negatively correlated with SNAP-IV score (r = −0.3479, P = .0034) and negatively correlated with PSQ index (r = −0.3566, P = .0026). After vitamin D3 (VitD3) supplementation in 69 children with serum 25(OH)D levels lower than the normal ADHD group, it was found that the SNAP-IV score (r = −0.4654, P = .0037) and PSQ index (r = −0.5680, P = .0002) of 34 children with ADHD were negatively correlated with the increase in serum 25(OH)D. The SNAP-IV score and PSQ index of the other 35 children with ADHD showed no correlation with the increase in serum 25 (OH) D (P > .05). Conclusion subsections: Serum 25(OH)D levels lower than normal are more common in school-age children, and levels lower than normal are not the key pathogenic factor of ADHD in school-age children, but serum 25(OH)D levels lower than normal may be the upregulation factor of attention deficit and hyperactivity disorder expression in some school-age children with ADHD. The lower level of serum 25(OH)D may be closely related to the severity of ADHD symptoms in some children.

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Individualised stepwise adaptive treatment for 3–6-year-old preschool children impaired by attention-deficit/hyperactivity disorder (ESCApreschool): study protocol of an adaptive intervention study including two randomised controlled trials within the consortium ESCAlife

Cited by 6 publications

References 62 publications

The management of ADHD in children and adolescents: bringing evidence to the clinic: perspective from the European ADHD Guidelines Group (EAGG)

The management of ADHD in children and adolescents: bringing evidence to the clinic: perspective from the European ADHD Guidelines Group (EAGG)

EEG Data Quality: Determinants and Impact in a Multicenter Study of Children, Adolescents, and Adults with Attention-Deficit/Hyperactivity Disorder (ADHD)

Effect of 25 hydroxyvitamin D on attention deficit and hyperactivity in school-age children with ADHD

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