Pharmacological interventions for ADHD: how&amp;nbsp;do&amp;nbsp;adolescent and adult patient beliefs and&amp;nbsp;attitudes impact treatment adherence?

McCarthy, Suzanne

doi:10.2147/ppa.s42145

Cited by 24 publications

(30 citation statements)

References 52 publications

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“…Beliefs about the medication were divided into four main areas: (a) improved attention/academics (IAA), (b) loss of authentic self (LAS), (c) social self-enhancement (SSE), and (d) common side effects (CSE; Pillow et al, 2014). Pillow et al (2014) found that, similar to past research (McCarthy, 2014), the use of stimulant medication was seen as a trade-off, where the user is constantly balancing perceived costs and benefits. Participants who were currently taking medication believed that taking the medication would result in IAA and SSE.…”

supporting

confidence: 62%

Self-Management of Adherence to Prescribed Stimulants in College Students With ADD/ADHD

Gould

Doucette

2016

J Atten Disord

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supporting

confidence: 62%

Self-Management of Adherence to Prescribed Stimulants in College Students With ADD/ADHD

Gould

Doucette

2016

J Atten Disord

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“…Statistical assessment of PERMP total score (the primary endpoint) was conducted using a mixed linear model analysis of variance (ANOVA) for the average of classes 1 to 6 (postdose 2-16 h) and at each postdose class (2,4,8,12,14, and 16 h postdose). The model included sequence (placebo followed by 25 mg SHP465 MAS versus 25 mg SHP465 MAS followed by placebo), period (visit 4 versus visit 5), and treatment (placebo versus 25 mg SHP465 MAS) as fixed effects and participant within sequence as a random effect.…”

Section: Data Presentation and Statistical Analysismentioning

confidence: 99%

“…In addition, as is the case with other chronic disorders [12], medication adherence among adults with ADHD is negatively influenced by multiple factors that include forgetting to take medication (in part due to the executive function deficits that may be associated with ADHD [13]), the complexity of the treatment regimen (e.g. the need to take multiple medications or doses throughout the day), and the stigma associated with taking medication [14]. Taken together, these findings suggest some adults with ADHD may benefit from a once-daily medication with a duration of effect that allows them to more easily meet their specific, individualized environmental demands (i.e.…”

Section: Introductionmentioning

confidence: 99%

Effects of SHP465 mixed amphetamine salts in adults with ADHD in a simulated adult workplace environment

Wigal¹,

Childress

Frick

et al. 2017

Postgraduate Medicine

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Objectives: Evaluate the efficacy, duration of effect, and safety of 25 mg SHP465 mixed amphetamine salts (MAS) extended-release versus placebo in adults with attention-deficit/hyperactivity disorder (ADHD). Methods: Adults (18-55 years) with ADHD and with ADHD Rating Scale-IV (ADHD-RS-IV) scores ≥24 were randomized to treatment in a double-blind, 2-period, 2-treatment crossover study utilizing the Adult Workplace Environment (AWE), as described by Wigal and Wigal (J Atten Disord 2006;10:92-111). On day 7 of each 7-day treatment period, efficacy was assessed during a 16.5-hour postdose period. The primary endpoint, Permanent Product Measure of Performance (PERMP) total score, was analyzed in the intent-to-treat population using a mixed linear model of analysis of variance. Secondary endpoints, for which the study was not powered, included PERMP problems attempted and answered correctly, ADHD clinician ratings based on counselor observations and inputs during the Time Segment Rating System (Co-ADHD-RS TSRS), and the ADHD self-rating scale (ADHD-SRS). Safety and tolerability assessments included treatment-emergent adverse events (TEAEs) and vital signs. Results: The least squares mean (95% CI) treatment difference (SHP465 MAS-placebo) for PERMP total score significantly favored SHP465 MAS over placebo when averaged across all postdose assessments (19.29 [10.95, 27.63]; P < 0.0001), with significant treatment differences favoring SHP465 MAS over placebo observed at 4-16 hours postdose (all P < 0.01). TEAEs observed with SHP465 MAS (≥5% of participants) included insomnia, decreased appetite, dry mouth, headache, and anorexia. Mean pulse and blood pressure increases with SHP465 MAS exceeded those of placebo. Conclusions: SHP465 MAS (25 mg) was superior to placebo on PERMP total score, with treatment differences observed from 4 to 16 hours postdose; nominal treatment differences on the ADHD-SRS, but not the Co-ADHD-RS TSRS, were also observed. The safety and tolerability profile of SHP465 MAS was similar to previous reports for SHP465 MAS and other long-acting

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“…However, nonadherence to treatment may range from 13.2% to 64.0% (McCarthy, 2014). Among the factors that concur to nonadherence are the lack of knowledge of ADHD, medication characteristics, and treatment goals (Charach & Fernandez, 2013).…”

Section: Palabras Clavementioning

confidence: 99%

Psychoeducation for Attention Deﬁ cit/Hyperactivity Disorder: What, How and Who Shall We Inform?

Oliveira¹,

Dias²

2018

Temas Psicol.

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The aim of this study was to review scientifi c publications about Attention Defi cit/Hyperactivity Disorder (ADHD) psychoeducation. A systematic review of literature was performed in eight national and international databases (Scielo Brazil, Index Psi, Pepsic, Lilacs, ScienceDirect, PsycINFO, Medline, and Scopus) using the combination of ADHD and psychoeducation as keywords. In total, 504 studies were found, although only 29 met the inclusion criteria. Afterwards, the information was organized into categories: the concept of psychoeducation, target population, focus of ADHD psychoeducation, variables related to ADHD psychoeducation, and the characteristics of intervention on ADHD psychoeducation. Results show that not all studies present the concept of psychoeducation adopted by the authors. In general, psychoeducation has focused on the relatives of people with ADHD and carried out as group sessions, lectures, and manuals. ADHD psychoeducation contributes to a better understanding of the disorder, treatment adherence, quality of life, and decreased symptoms of ADHD.Keywords: Attention defi cit disorder with hyperactivity, psychoeducation, literature review. Psicoeducação do Transtorno do Défi cit de Atenção/Hiperatividade: O Que, Como e Para Quem Informar?Resumo O objetivo deste estudo foi caracterizar as publicações científi cas sobre psicoeducação do Transtorno do Défi cit de Atenção/Hiperatividade (TDAH). Foi realizada uma revisão sistemática da literatura em oito bases de dados nacionais e internacionais. Utilizou-se a combinação das palavras-chave TDAH e psicoeducação. No total, foram encontrados 504 trabalhos completos, mas apenas 29 preencheram os critérios de inclusão para análise na íntegra. As informações foram organizadas nas categorias: conceito de psicoeducação, público-alvo, foco da psicoeducação do TDAH, variáveis relacionadas à psicoeducação do TDAH, e características das intervenções em psicoeducação do TDAH. Verifi cou-se que nem todas as

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Pharmacological interventions for ADHD: how do adolescent and adult patient beliefs and attitudes impact treatment adherence?

Cited by 24 publications

References 52 publications

Self-Management of Adherence to Prescribed Stimulants in College Students With ADD/ADHD

Self-Management of Adherence to Prescribed Stimulants in College Students With ADD/ADHD

Effects of SHP465 mixed amphetamine salts in adults with ADHD in a simulated adult workplace environment

Psychoeducation for Attention Deﬁ cit/Hyperactivity Disorder: What, How and Who Shall We Inform?

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