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Effects of methylphenidate on executive functioning in children and adolescents with ADHD after long-term use: a randomized, placebo-controlled discontinuation study / P. T. ROSENAU in Journal of Child Psychology and Psychiatry, 62-12 (December 2021)
[article]
Titre : Effects of methylphenidate on executive functioning in children and adolescents with ADHD after long-term use: a randomized, placebo-controlled discontinuation study Type de document : Texte imprimé et/ou numérique Auteurs : P. T. ROSENAU, Auteur ; T. J. C. OPENNEER, Auteur ; A. M. MATTHIJSSEN, Auteur ; G. H. H. VAN DE LOO-NEUS, Auteur ; Jan K. BUITELAAR, Auteur ; B. J. VAN DEN HOOFDAKKER, Auteur ; P. J. HOEKSTRA, Auteur ; A. DIETRICH, Auteur Article en page(s) : p.1444-1452 Langues : Anglais (eng) Mots-clés : Adolescent Attention Deficit Disorder with Hyperactivity/drug therapy Central Nervous System Stimulants/adverse effects Child Double-Blind Method Executive Function Humans Methylphenidate/adverse effects Netherlands Treatment Outcome attention-deficit/hyperactivity disorder executive functioning long-term methylphenidate working memory Index. décimale : PER Périodiques Résumé : BACKGROUND: Methylphenidate may improve executive functioning in children with attention-deficit/hyperactivity disorder (ADHD). However, it is unclear if there are still acute effects of methylphenidate on executive functioning after long-term use. METHODS: In a randomized double-blind, placebo-controlled discontinuation study, 94 children and adolescents (ages 8-18?years) who used methylphenidate beyond two years were either assigned to seven weeks of continued treatment with 36 or 54?mg of extended-release methylphenidate or to gradual withdrawal over three weeks to placebo for four weeks. Performance on neuropsychological tasks, measuring working memory, response inhibition, attentional flexibility and psychomotor speed was compared between both groups using mixed models for repeated measures. Additionally, we investigated within the discontinuation group if a deterioration on the investigator-rated Clinical Global Impressions Improvement scale after withdrawing to placebo was related to a worse performance on the neuropsychological tasks. This study was registered in the Netherlands Trial Register (www. Trialregister.nl) with identifier 5252. RESULTS: After withdrawal of methylphenidate, the discontinuation group made more errors on working memory (??=?-1.62, SD?=?0.56, t?=?-2.88, p?=?.01, Cohen's f2?=?.14), independent from reaction time compared to baseline, in contrast to the continuation group. We did not find differences in changes in response inhibition, attentional flexibility and psychomotor speed between the two groups. Also, there were no significant differences in task measures between the participants who deteriorated clinically and those who did not. CONCLUSIONS: Our study shows that methylphenidate has a beneficial effect on working memory after two years of use. Future studies should explore whether cognitive outcomes may aid clinical decision-making on the continued use of methylphenidate, given dissociation between cognitive and behavioural effects of stimulant medication. En ligne : http://dx.doi.org/10.1111/jcpp.13419 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456
in Journal of Child Psychology and Psychiatry > 62-12 (December 2021) . - p.1444-1452[article] Effects of methylphenidate on executive functioning in children and adolescents with ADHD after long-term use: a randomized, placebo-controlled discontinuation study [Texte imprimé et/ou numérique] / P. T. ROSENAU, Auteur ; T. J. C. OPENNEER, Auteur ; A. M. MATTHIJSSEN, Auteur ; G. H. H. VAN DE LOO-NEUS, Auteur ; Jan K. BUITELAAR, Auteur ; B. J. VAN DEN HOOFDAKKER, Auteur ; P. J. HOEKSTRA, Auteur ; A. DIETRICH, Auteur . - p.1444-1452.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-12 (December 2021) . - p.1444-1452
Mots-clés : Adolescent Attention Deficit Disorder with Hyperactivity/drug therapy Central Nervous System Stimulants/adverse effects Child Double-Blind Method Executive Function Humans Methylphenidate/adverse effects Netherlands Treatment Outcome attention-deficit/hyperactivity disorder executive functioning long-term methylphenidate working memory Index. décimale : PER Périodiques Résumé : BACKGROUND: Methylphenidate may improve executive functioning in children with attention-deficit/hyperactivity disorder (ADHD). However, it is unclear if there are still acute effects of methylphenidate on executive functioning after long-term use. METHODS: In a randomized double-blind, placebo-controlled discontinuation study, 94 children and adolescents (ages 8-18?years) who used methylphenidate beyond two years were either assigned to seven weeks of continued treatment with 36 or 54?mg of extended-release methylphenidate or to gradual withdrawal over three weeks to placebo for four weeks. Performance on neuropsychological tasks, measuring working memory, response inhibition, attentional flexibility and psychomotor speed was compared between both groups using mixed models for repeated measures. Additionally, we investigated within the discontinuation group if a deterioration on the investigator-rated Clinical Global Impressions Improvement scale after withdrawing to placebo was related to a worse performance on the neuropsychological tasks. This study was registered in the Netherlands Trial Register (www. Trialregister.nl) with identifier 5252. RESULTS: After withdrawal of methylphenidate, the discontinuation group made more errors on working memory (??=?-1.62, SD?=?0.56, t?=?-2.88, p?=?.01, Cohen's f2?=?.14), independent from reaction time compared to baseline, in contrast to the continuation group. We did not find differences in changes in response inhibition, attentional flexibility and psychomotor speed between the two groups. Also, there were no significant differences in task measures between the participants who deteriorated clinically and those who did not. CONCLUSIONS: Our study shows that methylphenidate has a beneficial effect on working memory after two years of use. Future studies should explore whether cognitive outcomes may aid clinical decision-making on the continued use of methylphenidate, given dissociation between cognitive and behavioural effects of stimulant medication. En ligne : http://dx.doi.org/10.1111/jcpp.13419 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 School Age Outcomes of Children with Autism Spectrum Disorder Who Received Community-Based Early Interventions / Z. VINEN in Journal of Autism and Developmental Disorders, 48-5 (May 2018)
[article]
Titre : School Age Outcomes of Children with Autism Spectrum Disorder Who Received Community-Based Early Interventions Type de document : Texte imprimé et/ou numérique Auteurs : Z. VINEN, Auteur ; M. CLARK, Auteur ; J. PAYNTER, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : p.1673-1683 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Community Early Start Denver Model Early intervention Long-term School age Index. décimale : PER Périodiques Résumé : This study followed children with Autism Spectrum Disorder (ASD) from early intervention into their early schooling years, when they were aged between 6 and 9 years, on autism symptom severity and cognitive functioning. The children, matched at pre-intervention, were compared on type of community provided service: 31 were in receipt of community-based group Early Start Denver Model and 28 had received other community provisions for ASD. Irrespective of groups, cognitive functioning was found to have significantly improved by school age compared to pre-intervention. Autism symptom severity increased during the same developmental period, seemingly driven by an increase in restricted and repetitive behaviours over time. In contrast, both groups displayed improved social affect by school age. En ligne : http://dx.doi.org/10.1007/s10803-017-3414-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355
in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1673-1683[article] School Age Outcomes of Children with Autism Spectrum Disorder Who Received Community-Based Early Interventions [Texte imprimé et/ou numérique] / Z. VINEN, Auteur ; M. CLARK, Auteur ; J. PAYNTER, Auteur ; Cheryl DISSANAYAKE, Auteur . - p.1673-1683.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1673-1683
Mots-clés : Autism spectrum disorder Community Early Start Denver Model Early intervention Long-term School age Index. décimale : PER Périodiques Résumé : This study followed children with Autism Spectrum Disorder (ASD) from early intervention into their early schooling years, when they were aged between 6 and 9 years, on autism symptom severity and cognitive functioning. The children, matched at pre-intervention, were compared on type of community provided service: 31 were in receipt of community-based group Early Start Denver Model and 28 had received other community provisions for ASD. Irrespective of groups, cognitive functioning was found to have significantly improved by school age compared to pre-intervention. Autism symptom severity increased during the same developmental period, seemingly driven by an increase in restricted and repetitive behaviours over time. In contrast, both groups displayed improved social affect by school age. En ligne : http://dx.doi.org/10.1007/s10803-017-3414-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355