Understanding the Effect Size of Lisdexamfetamine Dimesylate for Treating ADHD in Children and Adults

Faraone, Stephen V.

doi:10.1177/1087054710379738

Cited by 27 publications

(24 citation statements)

References 40 publications

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“…In total, between 75% and 90% of patients have been reported to respond to some form of pharmacotherapy, although many patients do not necessarily respond to the first drug regimen. Methylphenidate and amphetamines are most widely-prescribed for ADHD, and clinical trials have repeatedly demonstrated their efficacy across short- and long-acting preparations, and across ages ranging from preschool to adulthood 20–24 .…”

Section: Presentmentioning

confidence: 99%

Attention-Deficit Hyperactivity Disorder and Pharmacotherapy—Past, Present, and Future: A Review of the Changing Landscape of Drug Therapy

Connolly

Glessner

Kao

et al. 2015

Ther Innov Regul Sci

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Attention deficit hyperactivity disorder (ADHD) is the most common neurobiological disorder in children, with a prevalence of ~6-7% 1,2 that has remained stable for decades 2 . The social and economic burden associated with patients 3 , families, and broader systems (healthcare/educational) is substantial, with the annual economic impact of ADHD exceed $30 billion in the US alone 4 . Efficacy of pharmacotherapy in treating ADHD symptoms has generally been considerable with at least ¾ of individuals benefitting from pharmacotherapy, typically in the form of stimulants 5 . In this review, we begin by briefly reviewing the history of pharmacotherapy in relation to ADHD, before focusing (primarily) on the state-of-the-field on themes such as biophysiology, pharmacokinetics, and pharmacogenomics. We conclude with a summary of emerging clinical and research studies, particularly the potential role for precision therapy in matching ADHD patients and drug types. KeywordsADHD; pharmacotherapy; pharmacology; drug; medication; adverse events PASTThe most common and effective medications are methylphenidates and amphetamines. Atomoxetine and the a-adrenergic agonists are also widely-used, while tricyclics such as modafinil and Wellbutrin are less common and typically less effective 6 .First synthesized in 1887, amphetamine (alpha-methylphenethylamine) was not studied clinically until 1927, initially as an artificial replacement for epinephrine 7 . For several years,

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Section: Presentmentioning

confidence: 99%

Attention-Deficit Hyperactivity Disorder and Pharmacotherapy—Past, Present, and Future: A Review of the Changing Landscape of Drug Therapy

Connolly

Glessner

Kao

et al. 2015

Ther Innov Regul Sci

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“…ADHD - RS attention-deficit/hyperactivity disorder rating scale, CGI clinical global impressions of ADHD severity, LDX lisdexamfetamine dimesylate, MAS mixed amfetamine salts, MPH methylphenidate, OROS osmotic release oral system , TS transdermal system. Figure adapted from Faraone [37], with permission…”

Section: Direct Clinical Comparisons Of Mph and Amfmentioning

confidence: 99%

Amfetamine and methylphenidate medications for attention-deficit/hyperactivity disorder: complementary treatment options

Hodgkins

Shaw

Coghill

et al. 2012

Eur Child Adolesc Psychiatry

126

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Attention-deficit/hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders among school-aged children. It is highly symptomatic and associated with significant impairment. This review examines the role of stimulant medications in the treatment of children and adolescents with ADHD. Published clinical studies that compared methylphenidate- and amfetamine-based stimulants in children and adolescents with ADHD support the therapeutic utility of stimulant treatments, and suggest robust efficacy and acceptable safety outcomes in groups treated with either stimulant. Evidence-based guidelines agree that each patient with ADHD is unique and individual treatment strategies that incorporate both drug and non-drug treatment options should be sought. In seeking to optimize individual response and outcomes to stimulant therapy, important considerations include the selection of stimulant class, the choice of long- or short-acting stimulant formulations, addressing effectively any emergent adverse effects and strategies aimed at enhancing adherence to dosing regimen and persistence on therapy.

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“…Scientifically, children with ADHD and WM deficits may represent a distinct clinical entity informing genetic and neurobiological research. Since ADHD and WM clinically respond to different treatments and stimulant treatments may not affect executive function deficits (Biederman et al, 2008; Faraone, 2012; Swanson, Baler, & Volkow, 2011), such information can lead to the development of improved intervention approaches for affected children with one or both disorders. If WM deficits adversely impact the functioning of children outside the context of ADHD, it could lead to appropriate intervention strategies for children at risk for educational failure independently of a diagnosis of ADHD.…”

Section: Introductionmentioning

confidence: 99%

Clinical correlates of working memory deficits in youth with and without ADHD: A controlled study

Fried

Chan

Feinberg

et al. 2016

Journal of Clinical and Experimental Neuropsychology

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Objective Both working memory (WM) (a brain system that provides temporary storage and manipulation of the information) and attention-deficit/hyperactivity disorder (ADHD) have been associated with educational deficits. Since WM deficits are prevalent in children with ADHD, the main aim of the present study was to examine whether educational deficits are driven by working memory deficits or driven by the effect of ADHD itself. Method Participants were referred youth with (N=276) and without (N=241) ADHD ascertained from pediatric and psychiatric sources. Assessment included measures of psychiatric, psychosocial, educational, and cognitive functioning. Education deficits were defined as grade retention or placement in special classes, and were assessed using interviews and written rating scales. Working memory was assessed using the WISC-R Freedom from Distractibility (FFD) factor based on digit span, arithmetic and coding. Results Significantly more youth with ADHD had WM deficits than controls (31.9% vs. 13.7%, p< 0.05). In ADHD children, WM deficits were significantly (p<0.01) associated with an increased risk for grade retention and placement in special classes as well as lower scores on reading and math achievement tests, relative to ADHD children without WM deficits. In contrast, no other differences were noted in other areas of functioning. Although WM deficits also had some adverse impact on educational and cognitive correlates in non ADHD controls, these differences failed to attain statistical significance. Conclusion WM deficits significantly and selectively increase the risk for academic deficits and cognitive dysfunction in children with ADHD beyond those conferred by ADHD. Screening for WM deficits may help identify children with ADHD at high risk for academic and cognitive dysfunction.

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Understanding the Effect Size of Lisdexamfetamine Dimesylate for Treating ADHD in Children and Adults

Cited by 27 publications

References 40 publications

Attention-Deficit Hyperactivity Disorder and Pharmacotherapy—Past, Present, and Future: A Review of the Changing Landscape of Drug Therapy

Attention-Deficit Hyperactivity Disorder and Pharmacotherapy—Past, Present, and Future: A Review of the Changing Landscape of Drug Therapy

Amfetamine and methylphenidate medications for attention-deficit/hyperactivity disorder: complementary treatment options

Clinical correlates of working memory deficits in youth with and without ADHD: A controlled study

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