A One Year Trial of Methylphenidate in the Treatment of ADHD

Autor/inn/en	Wender, Paul H.; Reimherr, Frederick W.; Marchant, Barrie K.; Sanford, Mary Eve; Czajkowski, Laura A.; Tomb, David A.
Titel	A One Year Trial of Methylphenidate in the Treatment of ADHD
Quelle	In: Journal of Attention Disorders, 15 (2011) 1, S.36-45 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-0547
DOI	10.1177/1087054709356188
Schlagwörter	Attention Deficit Hyperactivity Disorder; Social Adjustment; Measures (Individuals); Severity (of Disability); Drug Therapy; Outcomes of Treatment; Comparative Analysis; Adults; Symptoms (Individual Disorders); Utah + Suchen Sie Ihr Suchwort? Soziale Anpassung; Messdaten; Schweregrad; Psychiatrische Symptomatik
Abstract	Objective: To determine the effects of long-term methylphenidate treatment on symptom severity and social adjustment in adult ADHD. Method: Adults (n = 116) meeting operational diagnostic criteria for ADHD (the "Utah Criteria") entered a randomized double-blind crossover trial of methylphenidate and placebo. Participants who improved on immediate-release methylphenidate entered a 12-month, open-label trial. Outcomes were assessed using the Wender-Reimherr Adult Attention Deficit Disorder Scale (WRAADDS), Clinical Global Impression-Improvement (CGI-I), global assessment of functioning (GAF), and the Weissman Social Adjustment Scale (WSAS). Results: In the double-blind trial more patients improved (50% reduction of symptoms) receiving methylphenidate (74%) than placebo (21%, p = 0.001). During the open-label trial, symptom severity decreased 80% from baseline, and the WSAS decreased greater than 50% in all subscales. The average GAF improved significantly (p less than 0.0001). Conclusion: ADHD adults, who responded to methylphenidate in a short-term, placebo-controlled trial, responded to long-term treatment with marked improvements in ADHD symptoms and psychosocial functioning. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10